The endpoint and hallmark of the success of intercultural teaching is often seen as the attainment of intercultural competence. Yet, there is a need for a detailed examination of some of the enduring personal and professional identity and culture aspects of cross-cultural teaching. In this chapter, I deliberate over the application of narrative inquiry tools for unpacking teachers' experiences of immersion in a foreign country and culture of schooling. I reflect on my own experiences as a teacher in Japan and draw on an inquiry into the experiences of novice Canadian teachers in Hong Kong or Japan to shed light on fluid conceptions of culture shock and reverse culture shock in terms of cultural identity transformations. I also raise to the forefront inquiry puzzles about the phenomenon of intercultural competence acquisition.
Schlein, C. (2023), "Cross-Cultural Chickens and Eggs", Chan, E. and Ross, V. (Ed.) Smudging Composition Lines of Identity and Teacher Knowledge (Advances in Research on Teaching, Vol. 46), Emerald Publishing Limited, Leeds, pp. 13-26. https://doi.org/10.1108/S1479-368720230000046002
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