“Everything goes smoothly”: A case study of an immigrant Chinese language teacher's personal practical knowledge

Much of teacher knowledge research in teacher education has focused on Western views of teacher knowledge. By reporting on a case study of an immigrant Chinese language teacher's personal practical knowledge in teaching secondary school students, this paper presents an Eastern view of teacher knowledge, and illustrates how knowledge and identity are entwined. The study found that an immigrant teacher's awareness of her identity and her cultural heritage had a profound influence on shaping her personal practical knowledge and teaching practice. The paper suggests that more cross-cultural studies be undertaken to further our understanding of teacher knowledge. ► Teacher knowledge and identity are entwined. ► The immigrant teacher's identity is influenced by her cultural heritage. ► Both identity and heritage contribute to personal practical knowledge. ► Cross-cultural research is needed to further understand teacher knowledge.