Learning to become culturally responsive teacher educators in an internationalized doctoral course: A video-cued interpretive study

Abstract

Using a video-cued interpretive research methodology, this study examines how eight doctoral students learn to become culturally responsive teacher educators in a foundation course in one of the first international teacher education Ph.D. programs in mainland China. We identified three patterns undergirding the participants’ learning experiences: (a) engaging with teacher education knowledge from culturally plural perspectives; (b) honing strategies for creating culturally inclusive learning experiences; and (c) developing asset-based views toward cultural diversity. These patterns constitute a conceptualization of the process of learning to become culturally responsive teacher educators and suggest practical implications for preparing culturally responsive teacher educators.