Learning to know, be, do, and live together with in the cross-cultural experiences of immigrant teacher educators

Abstract

This study examined three Afro-Caribbean immigrant teacher educators whose learning based on reflections about their experiences with teachers in the United States revealed how they developed knowledge beyond practice in their learning to know, do, be and live together with others. The educators' learning reflected the processes of observation, reflection, awareness, requesting student feedback in the moment, and the passing of time that resulted in adjustment to their body language, changes in their expectations of students, a modification in their communication, code-switching and sensitivity. Implications based on the study for the new kind of teacher educator are subsequently addressed.