Learning in a third space : Chinese student teachers’ conceptualisation of pedagogy, curriculum and identity in Aotearoa New Zealand early childhood education : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand

Abstract

This study set out to explore Chinese student teachers’ perspectives of curriculum and pedagogy, with a particular focus on intentional teaching, in the Aotearoa New Zealand early childhood education (ECE) context. As the research progressed, the inquiry evolved from describing these perspectives to examining how they were shaped within initial teacher education (ITE) programmes as Chinese student teachers navigated a cross-cultural context. A two-phase explanatory sequential mixed methods design was employed. Phase 1 consisted of a bilingual online survey distributed across Aotearoa New Zealand. Phase 2 involved two rounds of one-on-one semi-structured interviews with seven participants purposefully selected from Phase 1. A pragmatist worldview informed the study throughout. Funds of knowledge, funds of identity, and third space theory, identified through the literature review as potentially useful theoretical resources, became particularly salient during Phase 2 and were drawn upon to deepen the interpretation of Chinese student teachers’ learning and cross-cultural experiences. Findings indicate that Chinese student teachers demonstrated a shift away from traditional Chinese ECE approaches. Moreover, multiple factors were found to shape Chinese student teachers’ perspectives, particularly ITE, cultural background, educational and upbringing experiences, and parenthood (for those with children). In particular, findings indicate an association between Chinese student teachers’ views of their cultural background and their pursuit of pedagogical integration or assimilation. At a broader level, social biases against and deficit discourses about Chinese student teachers contributed to the devaluation and invalidation of Chinese student teachers’ cultural identities and heritage, constraining their ability to draw on their funds of knowledge and funds of identity within ITE contexts. This study provides an empirical exploration of Chinese student teachers’ perspectives of curriculum and pedagogy in the Aotearoa New Zealand ECE context and the ways in which they navigate a cross-cultural understanding of teaching and learning. On the one hand, this study highlights the adaptability and malleability of Chinese student teachers’ pedagogical beliefs, reflecting their openness to local pedagogical discourses. On the other hand, this study suggests that Chinese student teachers experienced tensions in negotiating their culturally shaped pre-existing beliefs and dominant pedagogical expectations, as well as in negotiating their emerging professional identities in relation to their cultural identities. This study calls for more culturally sensitive interpretations of Chinese student teachers’ pedagogical perspectives and lived experiences, and for the acknowledgement and validation of Chinese student teachers’ rich funds of knowledge and funds of identity to support their professional learning and identity construction in a third space.