Walking the Roads as Immigrant Mothers and Teacher Educators: A Collaborative Self-Study of Three Korean Immigrant Early Childhood Educators

Autor/inn/en	Kim, Jinhee; Wee, Su-Jeong; Kim, Kyoung Jin
Titel	Walking the Roads as Immigrant Mothers and Teacher Educators: A Collaborative Self-Study of Three Korean Immigrant Early Childhood Educators
Quelle	In: Studying Teacher Education, 14 (2018) 1, S.22-38 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2017.1411255
Schlagwörter	Immigrants; Mothers; Teacher Educators; Korean; Korean Culture; Early Childhood Education; Culturally Relevant Education; Parent Participation; Foreign Countries; Preschool Children; Kindergarten; Grounded Theory; Preservice Teachers; Preservice Teacher Education; Teacher Collaboration; Self Evaluation (Individuals); South Korea + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Mother; Mutter; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Koreanisch; Early childhood; Frühkindliche Bildung; Frühpädagogik; Elternmitwirkung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehramtsstudiengang; Lehrerkooperation; Korea; Republik
Abstract	Offering an analysis of our multifaceted experiences as three Korean immigrant early childhood teacher educators in the United States, this critical collaborative self-study examines how positions as immigrant mothers and teacher educators interplay with each other. This study also explores ways in which the intersectional experiences influence our teaching pedagogy and practices. We found that we as immigrant mothers have challenges pertaining to parental involvement and maintaining our heritage language, meet tensions when advocating for diversity, and experience role-model pressure as teacher educators. Keeping these challenges in mind, the interactions between our two roles benefitted our students as our teaching became more critical and deeper. This collaborative self-study unpacks the intersecting positions of immigrant mother and teacher educator insightfully and reveals the development of pedagogical practices. It also suggests directions for classroom teachers and future researchers in relation to immigrant children and families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01