Abstract
We present findings from a chapter that is part of an upcoming co-edited book publication, Funds of Knowledge in Teacher Education, for which the author is lead co-editor. This particular qualitative study explores Chinese and U.S. teacher candidate funds of knowledge conceptions and culturally responsive practices (CRP) in a virtual course collaboration. Collected data included lesson plans integrating funds of knowledge into CRP, and reflective insights in dialoguing with international peers. Constant comparative analyses identified convergent and divergent themes to find this collaboration supported recognition, understanding, and engagement of diverse funds of knowledge across global settings. Key findings highlight distinctions in funds of knowledge conceptions and similarities in CRP, particularly strengthening parent-teacher relationships to support the whole learner. Implications encourage teachers to learn from multilingual learners and their families to address learning needs in unprecedented ways, and ready to initiate this work in institutional settings that may or may not welcome it. Finally, teacher candidates across international settings benefit from both local and global professional learning communities in growing toward these shared aims.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Adult, Community, and Professional Learning
KEYWORDS
Funds of knowledge, Culturally responsive pedagogy, Appreciative inquiry, International learning
