Bend me, shape me, anyway you want me: constructing teacher identities across different learning paradigms

Janet Moles, Ninetta Santoro

Research output: Contribution to journalArticlepeer-review


This article discusses one key finding from a qualitative study that investigated the experiences of overseas-born, ethnic minority early childhood pre-service teachers in New Zealand. Data were collected through interviews with recently graduated Bachelor of Teaching (Early Childhood Education) teachers and early childhood lecturers. Until they were supported to incorporate their cultural knowledges into their new learning, most graduate participants found there was little to which they could relate in the pedagogies and content of their teacher education courses. This article makes recommendations for the planning, preparation and delivery of early childhood teacher education.
Original languageEnglish
Pages (from-to)29-44
Number of pages15
JournalNew Zealand Research in Early Childhood Education
Publication statusPublished - 2013


  • critical reflection
  • teacher education
  • early childhood
  • ethnic minority teachers

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