A Comparative Ethnographic Narrative of Transcultural Teacher Development and Teacher Acculturation

Edward R. Howe^*John Paul Vallente

• Thompson Rivers University, Kamloops, Canada

This qualitative research investigates transcultural teacher development through Comparative Ethnographic Narrative (CEN), a methodological approach combining reflexive ethnography and narrative inquiry. As educational landscapes become increasingly diverse and more internationally trained teachers enter Canada, understanding teacher acculturation has become critical. CEN is used to analyze the lived experiences of three international graduate students from India, Argentina, and Mexico enrolled in a Master of Education (MEd) program at a mid-sized western Canadian university. The study was conducted over a period of 21 months, included recording micro-teaching sessions at the start of participants' study, focus group discussions where participants collaboratively analyzed their teaching practices, and extended teacher-to-teacher conversations. Follow-up interviews conducted one year post-graduation allowed participants to reflect on their personal and professional transformations. International graduate research assistants, who were the participants' peers, facilitated data collection, creating authentic dialogue rooted in shared experiences. Key findings reveal that transcultural teacher development and acculturation involves dynamic identity negotiation processes extending beyond simple cultural adaptation. The three participants demonstrated remarkable capacity for synthesizing their cultural pedagogical traditions with Canadian perspectives on curriculum, teaching and learning that engender innovative educational approaches. Olena transformed from entertainment-focused teaching to trauma-informed practice, Matias integrated Socratic methods with Canadian collaborative frameworks, and Greeshma evolved from standardized didactic teaching to culturally responsive pedagogies. The study challenges deficit-oriented perspectives of internationally trained teachers by exhibiting how they can actively contribute to pedagogical innovation rather than merely adapting to existing systems. Participants' experiences exemplify that transcultural teacher development opens new educational possibilities benefiting all learners, supporting calls for decolonizing teacher education, and recognizing diversity as a pedagogical resource. Consequently, these findings inform more inclusive approaches to supporting international educators.