© koninklijke brill nv, leideN, 2019 | DOI:10.1163/9789004388864_013 CHAPTER 13 International Novice Teacher Educators Navigating Transitional Sel(f)ves in Multicultural Education Teaching Vy Dao and Yue Bian Introduction Multicultural education courses (MECs) are usually required in pre-service teacher education curriculum (June, 2016; Sleeter, 2001). The courses play an important role in shaping pre-service teachers’ orientations and practices towards the increasing cultural and linguistic diversities in the U.S. classrooms (Ukpokodu, 2007). Teacher education communities acknowledge that MECs are critical to the development of pre-service teachers’ understanding of structural and systemic challenges that minoritized students face in schooling (Gorski, 2012). However, there has been little done to understand how teacher educators, especially inter- national novice teacher educators (INTEs), coming from multicultural and multi- lingual backgrounds with diverse life and professional experiences, learn to teach the courses in the U.S. (Foot, Crowe, Tollafield, & Allan, 2014). One way of under- standing how INTEs learn to teach MECs in the U.S. is through the self-study of narratives of INTEs as they reflect on their teaching experiences and identity development across time, cultures, and places (Huang, 2010; Wang, 2005). Researchers in self-study communities agree that novice teacher educators’ identities can be understood through examining stories told by them about the struggles they encounter in new teaching places and the ways they confront strug- gles in the transition process from one working place to another (Hamilton & Pinnegar, 2015). Many of these studies focus on U.S. contexts but, in so doing, fail to account for non-American novice teacher educators who pursue doctoral studies in the U.S. By using collaborative self-study approaches and investigat- ing our identities as INTEs teaching MECs, we address this gap. As we examine how our identities as INTEs inform our teaching experiences, we wonder how we, as INTEs, construct and negotiate our identities while we move from teach- ing practices in non-U.S. contexts to teaching MECs in the U.S. By investigating INTEs’ identity development, we look for understanding the nature of this learn- ing, the trajectories of INTEs teaching MECs, and how they might inform further research about INTEs’ development as future faculty teaching MECs in the U.S. For use by the Author only | © 2019 Koninklijke Brill NV