This paper explores the autobiographical narratives of a cross-cultural life as a way of studying and understanding teacher’s identity and knowledge development. Crossing cultures and identities, the paper explores how experience is central to informing and shaping teacher knowledge. The experiences from the autobiographical narratives take place in the United States, China, and Hong Kong and move back and forth between East and West over a span of three generations. Positioned within an educational and curricular context, the research study explores the complexities of cross-cultural lives and their place in the curriculum. The inquiry explores what it means to live cross-cultural lives and how our personal experiential histories are integral to understanding an evolving and contested teacher knowledge.

This symposium presents four case reports of an action research project conducted by teacher educators to investigate the relationship between teaching within the Hong Kong Institute of Education and the practical context in school classrooms in Hong Kong. Each presenter shares the background, rationale, theoretical framework, research design, modes of inquiry and findings based on data collected from teaching a selected teacher preparation course or in authentic classroom situations. The interactions and reflective dialogue among team members and student-teachers of diversified background have established a collaborative culture in developing effective means of linking theories and beliefs into the practical context of schools. These best practices through action research have formed a sustainable process of inquiry transferable and adaptable to other teacher educators aspired to advance in their professional career.