Global Teachers on the Move: A Discussion of Teacher Identity and Intercultural Pedagogical Practices in Cross-cultural Contexts

This chapter draws on the studies of the three authors’ doctoral dissertations. Each author selected participants from their studies to discuss how teachers respond to cross-cultural educational environments in Australia, China, and Vietnam. Remarkable commonalities were found in each author’s exploration of the notion of cross-cultural teaching in their unique contexts. This chapter utilises a qualitative approach by combining vignettes from the three individual doctoral case-studies and combining the participant vignettes by applying Homi (Bhabha, The location of culture, Routledge, 1994) third space theory as the theoretical framework. Findings revealed that the themes of evolving teacher professional identity, evolving pedagogical practices, and evolving intercultural practices are significant in teachers’ cross-cultural teaching experiences and are influenced by contextual configurations unique to the contexts.