The Narrative Reconstruction of a Transnational Experience: Personal, Professional, and Scholarly Reflection and Development

By Jinsuk Yang.

Published by The International Journal of Adult, Community and Professional Learning

Format Price
Article: Print $US10.00
Published online: October 14, 2014 $US5.00

The purpose of this self-study research is to understand how a transnational experience helps me construct a new identity as a teacher educator from a classroom practitioner. Grounded in self-authored inquiry through unpublished professional journals, artifact presentations, and interviews in the contexts of teacher education (e.g., Beattie, 1995; Miller, 1998),Wenger's (1998) three modes of participation, narratives are presented to describe the process through which how I gradually develop new knowledge as a teacher educator with intercultural competence. This study contributes to the fields of narrative inquiry and teacher education, as narrative clearly captures the ways in which reflective practice promotes a teacher-researcher’s professional as well as personal development. Also, it shows that that self-study is a valuable way to shed light on how transnational experience allows a teacher to be equipped with a new professional identity with intercultural competence.

Keywords: Self-study, Narrative Inquiry, Teacher Education, Transnational Experience, Intercultural Competence

The International Journal of Adult, Community, and Professional Learning, Volume 20, Issue 4, October 2014, pp.13-23. Article: Print (Spiral Bound). Published online: October 14, 2014 (Article: Electronic (PDF File; 599.431KB)).

Jinsuk Yang

Doctoral Student, Curriculum, Teaching and Learning, Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario, Canada