Double helix tale: An autoethnography about a pre-service teacher's vulnerability in CALD classrooms in a socio-economically disadvantaged school

Abstract

With the development of Australian schools and secondary education, there is an expectation by the public and authorities that students will receive a high-quality education. However, in socio-economically disadvantaged areas, schools are unable to sufficiently develop learning experiences for students from culturally and linguistically diverse (CALD) backgrounds due to problems with funding, management, and stakeholders. Further, school leaders are unable to provide high-quality educational resources for students. The aim of this autoethnographic study is to reveal the vulnerability that a pre-service teacher, Author1—who is also from a CALD background—experienced during his placement in a school in a socio-economically disadvantaged area with many students from CALD backgrounds. The negative situations these students faced and the hardship of changing the educational structure, which has been ongoing for years, were disheartening.

Keywords

socio-economically disadvantaged school CALD classroom education leadership secondary school students Australia

Introduction

In Australian schools, the increasing number of migrants and refugees has contributed to a highly diverse student composition (Min and Falvey, 2018; Molla, 2022). Classrooms with diverse student backgrounds will positively promote education more inclusively (Miller, 2011; Moloney and Saltmarsh, 2016). The need for pre-service education to enrich programmes and equip pre-service teachers to teach in diversified classrooms is strong (Moloney and Saltmarsh, 2016).

However, the conditions for applying appropriate teaching methodologies are not yet in place. One factor is pre-service teacher education, as a small number of pre-service teachers have the opportunity to observe successful inclusive practices for culturally and linguistically diverse (CALD) classes in actual contexts (Powietrzynska et al., 2021; Velasco Leon and Campbell, 2020). In many cases, students from CALD backgrounds are likely to be enrolled in schools in areas where the socio-economic status (SES) is lower and various resources are less likely to be procured for students and teachers (Chan et al., 2016; Veliz and Bonar, 2023). For example, Chan et al. (2016) found this phenomenon exacerbates educational disparities, as students from CALD backgrounds face additional barriers to accessing quality education due to the compounded effects of socio-economic disadvantage and resource scarcity in their educational environments.

Further, school administrators may be indifferent towards the issues that students from CALD backgrounds and pre-service teachers face (Fenwick and Cooper, 2012; Zhang et al., 2020). As the first author (hereafter referred to as Author 1) experienced, pre-service teachers tend to expend intensive emotional labour and vulnerability (Kelchtermans, 1996) because of the issues and challenges at all levels—in the classroom and with colleagues and administrators. Past studies have shown that some pre-service teachers experienced burnout and emotional fatigue during school placement due to the demanding nature of emotional labour (Li et al., 2021). This emotional labour may cause pre-service teachers to burn out, ultimately creating negative consequences for the school and students’ education (Li et al., 2021). Further, pre-service teachers may experience self-doubt, cynicism, or nihilism about working in the teaching profession. For example, Toiviainen et al. (2019) found that prolonged exposure to high levels of stress and emotional labour during school placements led some pre-service teachers to question their career choices, feeling disillusioned and disheartened about their future in education.

However, these studies are predominantly based on the researchers’ observations. There are limited studies that include the voices of pre-service teachers from CALD backgrounds regarding their challenges in low-SES and CALD secondary school settings.

The aim of this study

In this autoethnography, Author1, explored his experiences as a pre-service teacher from a CALD background, teaching in a socio-economically disadvantaged school with a substantial proportion of students from CALD backgrounds. This article is organised as follows. Following the introduction, a literature review of previous studies demonstrating the importance and gaps in research are provided. Subsequently, the methods section describes the autoethnography and author's context, data collection and analysis, and practical considerations. Finally, the findings and conclusion are presented, along with a comparison with other related literature.

Literature review

Inclusive CALD classrooms and students

The challenges of teaching in a CALD classroom are well-documented. The challenge is exacerbated for pre-service teachers who are not yet fully prepared and confident enough to teach learners with diverse expectations and needs. Additionally, some pre-service teachers express fear that miscommunication may result in cultural conflicts with students from minority backgrounds (Chan et al., 2016; Duke et al., 2021; Yildirim, 2019). Moreover, teachers feel unprepared to handle the challenges, such as diverse student needs, disruptive behaviours, and evolving curriculum demands, which leads to difficulties in managing their classrooms and reaching students (Duke et al., 2021). A fundamental question is whether some CALD-related teaching strategies can be identified to ensure effectiveness, even in challenging classrooms (Yildirim, 2019), given that some CALD students performed better in the inclusiveness of CALD classroom settings (Chan et al., 2016; Yildirim, 2019).

Then, students living in socio-economically disadvantaged and underrepresented ethnic backgrounds could be deprived of high-quality educational opportunities (Pale, 2019). Consequently, this can lead to reduced engagement in their studies and difficulties in elaborating and refining their ideas through discussions, writings, or readings (Moloney and Saltmarsh, 2016). These issues can lead to low academic achievement and make it difficult to communicate and express themselves later in life, which is another situation that can make teachers feel vulnerable (Duke et al., 2021).

Nevertheless, teachers need to consider certain points when teaching students from CALD backgrounds. First, if teachers understand the circumstances of students from CALD backgrounds, they can address their needs (Chan et al., 2016). Further, teachers can change their pedagogical approaches to produce more space for student-led and student-centred experiences and integrate students’ voices and agency into unit plans (Fenwick and Cooper, 2012; Gubbins and Otero, 2020). Through teacher–student collaboration, teachers can ensure that students’ intellectual work has a real purpose related to the public interest in socio-economically disadvantaged areas (Velasco Leon and Campbell, 2020). The premise, however, is that teachers must be ready to receive students and listen to their voices.

Multi-party effort to teach students from CALD backgrounds who are socio-economically disadvantaged

Past research has documented various efforts to address the learning needs of students from CALD backgrounds. First, governments, universities, and schools must collaborate to equip more teachers with relevant abilities in terms of various cultures and languages. Although student bodies are becoming more diverse, pre-service teachers are more homogeneous, since they tend to come from predominantly local and middle-class backgrounds (Bromley and Yazdanpanah, 2021). In many universities, teachers tend to be less diverse in their ethnic backgrounds than their students (Toiviainen et al., 2019). Because of the lack of official training, teachers feel pressured to meet the linguistic and academic demands of a diversified student body (Yildirim, 2019). Many subject-specific trained teachers do not know how to meet their students’ cultural and linguistic needs within their subject areas (Fenwick and Cooper, 2012). Therefore, students find it hard to follow teachers due to the language barrier and the apparent lack of support (Toiviainen et al., 2019). To improve teacher education, providing the awareness, knowledge, and abilities required to perform well in a range of cultural and linguistic contexts is essential, and the further review and substantial development of teacher education programmes have been recommended (Bergeron, 2008; Pale, 2019; Velasco Leon and Campbell, 2020). However, a real review starts with investigating the everyday experiences of pre-service teachers, who must be heard through published research as authors, rather than merely as participants in another person's research.

Second, some researchers have suggested that culture-responsive instruction can support the implementation of orientation and instruction, assist novices in changing cultural imbalances in the curriculum, and assist pre-service teachers in integrating current educational policies and techniques (Baldwin et al., 2007; Chan et al., 2016). In addition, researchers have pointed out the need to pay more attention to each CALD student to enhance the quality of communication and level of understanding of the content (Chan et al., 2016; Gubbins and Otero, 2020; Li et al., 2021). By delivering a more personalised approach to instruction, data can be collected, inclusive of assessments and evaluations.

Third, it is critical to know how to interact with students who exhibit challenging behaviours in schools in poor socio-economic areas. Pre-service teachers can practice and improve their teaching skills by expanding their participation in after-school programmes that serve students in low socio-economic communities (Moloney and Saltmarsh, 2016; Pale, 2019). Due to the particularity of CALD classrooms and students, teachers must master certain skills through training and practice to cultivate the appropriate teaching ability and meet the learning needs and well-being of students. Collaborative teaching for pre-service teachers is also important, especially for those whose classes are composed of students from disadvantaged socio-economic backgrounds (Li et al., 2021). Experienced teachers can provide practical assistance to pre-service teachers. However, the aforementioned research does not discuss how teachers can cultivate these strengths in the CALD classroom and take them to the next level. Further, it does not explain how to link their strengths with their academic needs.

Theoretical framework

Kelchtermans’ (1996, 2009) concept of teacher vulnerability serves as the foundation for this study's theoretical framework. Teacher vulnerability refers to educators’ intrinsic susceptibility to a wide range of personal, professional, and contextual obstacles in their teaching practice. This sensitivity is defined by elements such as emotional response, self-reflection, and the recognition of limitations, all of which have a substantial impact on the dynamics of instruction and learning (Gilson, 2011). Kelchtermans’ thorough investigation of this idea reveals important consequences for teacher identity, professional growth, and pedagogical decision-making, stressing the complex interplay between educators and their educational contexts.

Other academics have expanded on Kelchtermans’ foundational work, adding various views and nuances to our understanding of teacher vulnerability. Vanassche and Kelchtermans (2016) conducted a remarkable study that delves deeper into this idea, providing useful insights into instructors’ varied experiences. Caires, Almeida and Vieira (2012), Lindqvist (2019), and Jopling and Zimmermann (2023) have all contributed to a more sophisticated understanding of teacher vulnerability. These studies provide multiple perspectives that deepen the conversation around teacher vulnerability, putting light on many aspects of educators’ experiences in educational settings.

Within the context of this article, the theoretical framework of teacher vulnerability is used to examine the experiences of a pre-service teacher, Author1, in a socio-economically disadvantaged school with a large proportion of students from culturally and linguistically diverse backgrounds. This study uses Kelchtermans’ theory and incorporates insights from other scholars to illuminate the intricacies of teacher vulnerability in the context of educational deprivation. Using this viewpoint, the article investigates how issues such as management and stakeholder involvement affect educators’ ability to give high-quality education to students from various backgrounds. Additionally, the framework facilitates an examination of the role of school leaders in mitigating or exacerbating teacher vulnerability, particularly in contexts where systemic challenges persist.

In terms of data analysis, this study employs a detailed approach guided by the principles of Braun and Clarke (2022), underlining the six phases of the systematic identification and examination of themes, to ensure a comprehensive understanding of the data. This methodological choice is crucial for linking the theoretical framework to the empirical findings, thereby providing a robust examination of the pre-service teacher's experiences within the specified educational context.

Methods

Autoethnography

The autoethnographic approach was employed in this study to explore Author1's experiences as a pre-service teacher teaching in a socio-economically disadvantaged school with a high proportion of students from CALD backgrounds. Autoethnography requires a profound reflection on one's unique experience and universality (Cutri and Whiting, 2015). It is the process, method, and product of describing and systematically analysing individual experiences to understand the meaning of culture and society in a wider context (Kervin et al., 2015; Olszewski et al., 2022). Autoethnography highlights why experience is important in research and why individuals matter when trying to understand a culture or society (Cohen et al., 2002). In this way, autoethnography can purposefully critique teaching and cultural practices (Kervin et al., 2015).

In the field of teacher education, autoethnographies have been increasingly used, with the majority coming from the perspectives of teacher educators (Jacobs et al., 2019; Roegman et al., 2021; Vaughn and Kuby, 2019). Some existing studies reflect the perspectives of pre-service teachers, but they are, for example, reflections about the lengthy past experiences of a faculty member (Wright, 2016) or short reflections about the experiences of the re-entry of a faculty member into a certificate programme (Yung, 2020). Few autoethnographic studies have been authored by pre-service teachers about their lived experiences during placement. Therefore, this autoethnography is Author1's attempt at documenting his school placement experiences. In doing so, the authors seek to draw on these experiences and their implications for teacher education and classroom practices. Therefore, autoethnography was used in this study to better understand the lived experience of Author1, who recently completed his placement as an undergraduate student.

Study contexts

Author1 was a pre-service teacher from a research-oriented university located in Victoria, Australia. He was enrolled in the Bachelor of Secondary Education degree programme as an international student, originally from mainland China, and was placed in a secondary school with many students having a lower SES. The Index of Community Socio-Educational Advantage (ICSEA) value of the school is 938, whereas the average for Australian schools is 1000. Over 60% of students are in the bottom quarter of the ICSEA distribution (ACARA, 2017). Author1 spent 8 weeks there in the fourth year of placement.

Authors2, 3 and 4 are faculty members at the university where Author1 studies. They play the roles of critical friends and sounding boards. Through asking questions such as, ‘In what ways does your background and experience influence your thinking?’ ‘What prompted you to take this action?’, ‘How do you feel about this experience?’, and ‘What do you think caused you to feel this way’, enhanced Author1's reflexivity while questioning Author1's positionality through research design and data collection (Yip, 2024). Questioning the author's position can positively decrease the subjectivity of the research. By engaging in regular structured team reflexivity discussions, the authors work collaboratively to enhance the quality of the findings and discussion (Olmos-Vega et al., 2023). Methodological reflexivity helps to enhance the credibility of research results by taking into account the values, beliefs, knowledge, and biases of researchers (Cutcliffe, 2003; Yip, 2024). The co-authors also offer guidance and reflections to aid Author1 in interpreting and understanding the challenges faced during the placement. This made a positive contribution to Author1's reflexivity. Moreover, they also contributed to the writing and revision of the manuscript. Through this collaborative approach, Authors2, 3 and 4 helped ensure the study's rigour and facilitated a more comprehensive exploration of the issues surrounding education in such contexts. In this way, reflexivity helps maintain the ethics of the relationship between researchers and their subjects (Dhillon and Thomas, 2019).

Data collection and analysis

The data in this study was based on the first author's reflection journals written during his placement as a pre-service teacher in a socio-economically disadvantaged school between March and July 2022. This practice of journaling enabled Author1 to think about the learning motivations of students with socio-economically disadvantaged backgrounds and the impact of the diversity of their cultural backgrounds on the learning experience. The data in the journal were discussed with Author4 and subsequently Authors2 and 3. The collective reflection process enriched Author1's thinking, enhanced reflexivity, allowed for a deeper understanding of the issues at hand, and facilitated the generation of new insights and ideas.

The data was coded thematically using the framework provided by Braun and Clarke (2022). The first author conducted the initial coding, which was then discussed regularly with the co-authors to ensure consistency and depth in the analysis. Braun and Clarke's (2022) approach to thematic analysis is a method for identifying, analysing, and reporting patterns within data. It involves six phases: familiarising with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. This rigorous process ensures that the analysis is thorough and that the themes are deeply grounded in the data (Braun and Clarke, 2022). Given the unique nature of data collection and analysis in autoethnography, a need for ethical clearance is not required. However, special attention was paid to ensuring ethical research practices. Specifically, Authors1 and 4 attached great importance to the confidentiality of what is reported in this article. Therefore, pseudonyms are used in our personal stories to anonymise students, teachers and parents. To ensure these ethical standards, we altered contextual details and combined elements from different individuals to further protect the identities of those involved. Additionally, we ensured that all the data were discussed in a manner that respected privacy.

Findings

As the results are based on Author1's experience, he refers to himself in the first person. Therefore, the pronoun ‘I’ was used in this section to present the author's narrative. The paragraphs in italics are taken from the author's reflection journal.

Experience in the school setting

The school that I was placed in is a large one, with 2641 students from Foundation to Year 12. The school's ICSEA value is 938, which means that the school is slightly disadvantaged. Both primary and secondary education are provided on the same campus. I found the entire school very noisy and not necessarily engaged with learning, as described below:

The school is classified as socio-economically disadvantaged, and English is not the first language for more than half of the students. I was really surprised by the absence of a learning climate for students and teachers throughout the school. Teachers tend to arrive at school at 8:50 AM for classes in the F block that start at 9 AM, and they leave at 3 PM. If there are no classes in the afternoon, teachers will leave even earlier. (Reflective notes, 16 March 2022)

This initial observation that teachers seem to want to spend as little time in the school as possible troubled me greatly, and I wonder if this hinted at a disengagement with the teaching environment.

These observations, while initial at best, made me feel anxious and concerned. Cutri and Whiting (2015) found that once large-scale P-12 colleges and schools have indifferent learning climates, it becomes difficult to turn every stakeholder, including both students and teachers, towards learning again. I felt a strong desire to do something for my students, but I did not know how. The dissonance between my learning at the university, my philosophy about what teaching, and learning should look like, and what I observed in the classrooms troubled me. Then an unexpected incident happened.

‘Would you stop talking?’: Experiences involving students in the classroom

During my placement, I observed the geography classes of other teachers. I found that many teachers read from the slides and let students copy them into their notebooks. Few students, however, brought notebooks or pens with them to class, and no one was really listening. In addition, since the teaching method was a one-way lecture, the class seemed boring and monotonous.

Having seen this, I decided to try teaching the content through a game. I was very enthusiastic on the day of the lesson, having invested substantial time and effort to prepare for the learning game. However, when I provided instructions for the activity, one student asked me to stop talking:

‘Would you stop talking? No one's listening. What's the point of learning these things? I will leave school and go to work next year.’ Students in my classroom as well as others were standing on the table, throwing chairs, and chasing each other, which means that it was very hard for me to conduct any learning and teaching activities. I felt terrible after the incident. Not only were students not appreciative of the time and effort that I put in to prepare for a game that I thought they would like, but the class climate was also affected, and I was not able to address the learning goals for the day. Most importantly, I felt that I did not start my first lesson right with the students, and their first impression of my teaching was negatively affected. (Reflective notes, 16 March 2022)

Reflecting on this experience, Yildirim's (2019) findings on the challenges of teaching in socio-economically disadvantaged schools resonated deeply. The struggle to engage students highlighted the uphill battle I faced in building rapport and fostering trust. Despite sharing similar backgrounds with some students, including age and cultural identity, bridging the trust gap proved elusive.

Powietrzynska et al. (2021) underscored the importance of trust, relationships, and effective communication in fostering equitable education. Yet, despite my best efforts, achieving these felt like an unrealistic task. Kelchtermans’ (1996, 2009) theory of vulnerability in teaching rang true; my interactions with students became fraught with concern and uncertainty. It was as though my voice, my efforts to connect and inspire, fell on deaf ears.

The students’ chaos against the traditional teaching model underscored a deeper crisis of purpose within the education system. The monotony of lectures fostered doubt about the value of education itself, leading to a reluctance, even refusal, to engage (Baldwin et al., 2007; Kelchtermans, 1996; Miller, 2011). Despite sharing demographic similarities with the students, I found myself lumped into the category of ‘teachers’, perceived as an extension of a system they had grown disillusioned with.

Experiences of teachers and leaders

Because of my position as a pre-service teacher, my mentor told me that I only needed to teach classes and that there was no need to intervene in students’ issues. Since my voice to students is also limited, I cannot comment further on the quality of teaching in this school. However, after observing many classes and different teachers, I gradually recognised problems with the teaching strategies, as elaborated below:

In this school, the quality of the teaching methods of each teacher is not quite the same; the teaching content is the same, but the instructional models for teaching are very different. Specifically, in the CALD classes at this school, teachers generally play the slides prepared uniformly and ask students to copy the slides in their notebooks. I think such teaching methods demonstrate a lack of motivation and efficiency. (Reflective notes, 17 March 2022)

Some students told me that their teachers’ teaching style was too rigid and boring since there is a lack of an instructional model for teaching in this school. Every year, the Victorian government sends questionnaires to students, asking them what they think of their schools and teachers. However, it is not clear how many students at this school would respond to this survey, and even if some did, how much impact their voices would have is questionable. Usually, when the teacher is lecturing and students are doing their own thing, the lecturing teacher may feel anxious, causing reflection (Fenwick and Cooper, 2012). Again, I had a strong concern about how serious the teachers would be about listening to students’ unvoiced anger, which was demonstrated by their behaviours.

I recognised that, as a pre-service teacher under placement, my stay was temporary, leaving me without influence over the school climate, management, or leadership. Although I had opinions about what was happening, I could easily imagine that my views would be unappreciated, if not completely ignored. Therefore, I was unable to share my insights with other teachers and leaders, leading to a sense of powerlessness and frustration.

However, this experience highlighted significant implications for leadership within the school. The inconsistencies in teaching methods and the apparent disengagement of students suggest a need for stronger instructional leadership, which underlines the importance of effective leadership in fostering a coherent and engaging educational environment (Yildirim, 2019). I learned that leaders must foster a cohesive teaching strategy and actively seek and respond to student feedback to improve educational outcomes. I wish I could address students’ concerns if I would become a school leader to reform pedagogical approaches into the ones, which can engage more students in learning. Therefore, I learned that it is essential for school leaders to create an environment where both teachers and students feel heard and valued, ultimately enhancing the overall school climate and teaching quality (Velasco and Campbell, 2020). Despite recognising issues within the school environment, my status as a temporary observer left me feeling powerless to effect change or share my insights with colleagues. This sense of frustration emphasised the challenges faced by pre-service teachers in navigating complex educational settings. Nonetheless, it also underscored the critical role of leadership in addressing these challenges and fostering a supportive and dynamic learning environment.

Experience with parents

Eventually, I had opportunities to talk with parents who knew little about their children's learning situation. The parents would not find what I observed to be problematic; rather, they would expect their children to be able to earn money for the family after grade 9 or 10. That is, they would not really care if their children left the education system early, as noted below:

My mentor told me that in the recent parent-teacher interviews, for which it was expected that 24 parents would attend, only two parents showed up for one year 9 class and none of them attended for the year 10 class. (Reflective notes, 27 March 2022)

Digging deeper into the situation, I realised that the challenges I faced were not unique to this school. Research by Yildirim (2019) echoed my observations, highlighting the low engagement of students in socio-economically disadvantaged schools. Factors such as the need for immediate income and the perceived irrelevance of education after graduation contributed to this disengagement. Building rapport with students, as emphasised by Powietrzynska et al. (2021), was crucial for fostering trust and communication, yet proved to be a daunting task.

Further discussions with my mentor revealed the alarming lack of parental involvement in their children's education, as evidenced by the turnout at parent–teacher interviews. This relates to findings by Gubbins and Otero (2020) and Zhang et al. (2020), underscoring the significant influence parents have on students’ academic success. The disconnection between parents, students, and the education system perpetuated a cycle of frustration and disengagement, making it difficult to bridge the gap between stakeholders.

As a pre-service teacher, I grappled with the overwhelming sense of vulnerability that stemmed from these challenges. Despite my efforts to connect with students and advocate for their needs, I felt my voice drowned out by the systemic barriers and entrenched attitudes. The gap between myself and the students, compounded by the indifference of other stakeholders, seemed hard to achieve at times. Nevertheless, I recognised the importance of starting from this point and persisting in my efforts to make a meaningful impact, however daunting the task may be.

Conclusion

This autoethnography explores the vulnerability of a pre-service teacher, Author1 (from a CALD background), during his placement in a socio-economically disadvantaged school with many students who are also from CALD backgrounds. This paper describes the vulnerability of this pre-service teacher caused by a double helix structure of being unattended to—the adults’ indifference to and negligence towards the students would result in their anger in the first place. However much they expressed their anger, the degree of indifference held by the adults would not stop so they were in a vicious circle. Then their anger was translated into the problematic behaviours against Author1, which became the source of his anguish. To solve this problem, then, Author1 turned to the adults—the other teachers and their parents—yet he could not obtain much support on or even attention to the issues. Author1 as well was in another vicious circle, offended by the anger held by the students. While the students would keep experiencing such negligence and indifference, Author1 also had a series of parallel experiences, which would not seem to stop easily. Author1 revealed that few students in the school listened, pushing him into a very vulnerable position. That is, the students did not listen to Author1 because of their frustrations about not being listened to by their teachers or parents. Indeed, other pre-service teachers, whose placements were similarly challenging, could hardly do anything because of the historically disjointed situations in their schools. The overwhelming contextual pressures, as well as the sense of vulnerability, could risk pre-service teachers feeling burnt out and leaving their jobs.

To avoid this situation, teachers must understand the voices of students and early career teachers, inclusive of pre-service teachers. That is, teachers should understand the feedback from students and pre-service teachers and improve their team's teaching methods on a regular basis (Pale, 2019; Yildirim, 2019). In addition, parents, schools, and teachers play indispensable roles in students’ education (Cosgrove and Castelli, 2018; Velasco Leon and Campbell, 2020). Likewise, pre-service teachers and early career teachers have their own lenses for the issues, which can be different from those of more experienced teachers or parents.

Furthermore, schools need to introduce more humane policies and effective means of communication to build bridges with families, employ systematic communication to ensure student learning and plan for the future. Pre-service teachers’ perspectives may be another source of effective feedback because their perspectives are fresher and may reveal issues, problems, or clues regarding breakthroughs for challenges and blind spots for the majority of existing stakeholders.

Leaders play a crucial role in addressing issues. Effective leadership is essential for fostering an inclusive and responsive educational environment. Leaders must create structures that support both teachers and students, ensuring that feedback mechanisms are in place and are taken seriously. By doing so, they can enhance the overall quality of education and create a more supportive environment for pre-service teachers.

Further studies should be conducted to explore the double helix: pre-service teachers’ vulnerability that may come from frustrations over their inability to address frustrations held by students. In this autoethnography, the absence and expectation of the absence of attention to the voices of students and Author1 are described. However, other aspects besides the voices of students and pre-service teachers can be explored. More research needs to be conducted to deepen our understanding of their struggles.

Footnotes

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

ORCID iDs

Sun Yee Yip

Eisuke Saito

Author biographies

Shengjun Ji is a PhD student in Faculty of Education, Monash University, Australia.

Sun Yee Yip is a lecturer in Faculty of Education, Monash University, Australia.

Maria Gindidis is a senior lecturer in Faculty of Education, Monash University, Australia.

Eisuke Saito is a senior lecturer in Faculty of Education, Monash University, Australia.

References

Australian Curriculum, Assessment and Reporting Authority. [ACARA] (2017). https://www.myschool.edu.au/school/45490

Baldwin

Buchanan

Rudisill

(2007) What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education 58(4): 315–327.

Bergeron

(2008) Enacting a culturally responsive curriculum in a novice teacher’s classroom: encountering disequilibrium. Urban Education (Beverly Hills, Calif.) 43(1): 4–28.

Braun

Clarke

(2022) Thematic Analysis: A Practical Guide. London: Sage.

Bromley

Yazdanpanah

(2021) ‘Teachers’ views of parental involvement in the schooling of low literacy refugee and migrant children: an Australian study. TESL-EJ (Berkeley, Calif.) 25(2): 1.

Caires

Almeida

Vieira

(2012) Becoming a teacher: student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education 35(2): 163–178.

Chan

Purcell

Power

(2016) A systematic review of assessment and intervention strategies for effective clinical communication in culturally and linguistically diverse students. Medical Education 50(9): 898–911.

Cohen

Manion

Morrison

(2002) Research Methods in Education. 5th edn, London: Routledge.

Cosgrove

Castelli

(2018) Physical activity and academic performance among adolescents in low-SES schools. American Journal of Health Education 49(6): 354–360.

10.

Cutcliffe

(2003) Reconsidering reflexivity: introducing the case for intellectual entrepreneurship. Qualitative Health Research 13(1): 136–148.

11.

Cutri

Whiting

(2015) The emotional work of discomfort and vulnerability in multicultural teacher education. Teachers and Teaching, Theory and Practice 21(8): 1010–1025.

12.

Dhillon

Thomas

(2019) Ethics of engagement and insider-outsider perspectives: issues and dilemmas in cross-cultural interpretation. International Journal of Research & Method in Education 42(4): 442–453.

13.

Duke

Halvorsen

A-L

Strachan

, et al. (2021) ‘Putting PjBL to the test: The impact of project-based learning on second graders’ social studies and literacy learning and motivation in low-SES school settings’, American Educational Research Journal, 58(1):160–200.

14.

Fenwick

Cooper

(2012) Prevailing pedagogies for classes in low SES contexts and the implications for standards-based reform in Australia. Australian Educational Researcher 39(3): 349–361.

15.

Gilson

(2011) Vulnerability, ignorance, and oppression. Hypatia 26(2): 308–332.

16.

Gubbins

Otero

(2020) Parental involvement and low-SES children’s academic achievement in early elementary school: new evidence from Chile. Educational Studies 46(5): 548–569.

17.

Jacobs

Babaeer

Alrouqi

(2019) Looking to our past to re-envision our future: a co/authoethnographic study of teacher candidate supervision across international contexts. Studying Teacher Education 15(3): 296–316.

18.

Jopling

Zimmermann

(2023) Exploring vulnerability from teachers’ and young people’s perspectives in school contexts in England and Germany. Research Papers in Education 38(5): 828–845.

19.

Kelchtermans

(1996) Teacher vulnerability: understanding its moral and political roots. Cambridge Journal of Education 26(3): 307–323.

20.

Kelchtermans

(2009) Who I am in how I teach is the message: self-understanding, vulnerability and reflection. Teachers and Teaching, Theory and Practice 15(2): 257–272.

21.

Kervin

Howard

Jones

(2015) Research for Educators. 3rd edn,

Melbourne:

Cengage Learning Australia.

22.

Liu

Zhang

, et al. (2021) Examining the relationships between cognitive activation, self-efficacy, socioeconomic status, and achievement in mathematics: a multi-level analysis. British Journal of Educational Psychology 91(1): 101–126.

23.

Lindqvist

(2019) Strategies to cope with emotionally challenging situations in teacher education. Journal of Education for Teaching: JET 45(5): 540–552.

24.

Miller

(2011) Teachers’ work in culturally and linguistically diverse schools. Teachers and Teaching, Theory and Practice 17(4): 451–466.

25.

Min

Falvey

(2018) International student flows for university education and the bilateral market integration of Australia. Higher Education 75(5): 871–889.

26.

Molla

(2022) African refugee youth in Australia: higher education participation. Higher Education Research and Development 41(2): 481–495.

27.

Moloney

Saltmarsh

(2016) “Knowing your students” in the culturally and linguistically diverse classroom. The Australian Journal of Teacher Education 41(4): 79–93.

28.

Olmos-Vega

Stalmeijer

Varpio

, et al. (2023) A practical guide to reflexivity in qualitative research: AMEE guide no. 149. Medical Teacher 45(3): 241–251.

29.

Olszewski

Pontikos

Znamenak

, et al. (2022) Utilising Autoethnography Within a Course Structure to Support Developing Scholars. Los Angeles, CA: Sage Publications.

30.

Pale

(2019) The Ako conceptual framework: Toward a culturally and linguistically responsive pedagogy. Asia-Pacific Journal of Teacher Education 47(5): 539–553.

31.

Powietrzynska

Noble

O’Loughlin-Boncamper

, et al. (2021) Holding space for uncertainty and vulnerability: reclaiming humanity in teacher education through contemplative | equity pedagogy. Cultural Studies of Science Education 16(3): 951–964.

32.

Roegman

Reagan

Goodwin

, et al. (2021) Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. International Journal of Qualitative Studies in Education 34(2): 145–167.

33.

Toiviainen

Kersh

Hyytiä

(2019) Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals. Journal of Adult and Continuing Education 25(1): 45–64.

34.

Vanassche

Kelchtermans

(2016) A narrative analysis of a teacher educator’s professional learning journey. European Journal of Teacher Education 39(3): 355–367.

35.

Vaughn

Kuby

(2019) Fostering critical, relational visionaries: autoethnographic practices in teacher preparation. Action in Teacher Education 41(2): 117–136.

36.

Velasco Leon

Campbell

(2020) Assessment of academic difficulties in culturally and linguistically diverse school students. Australian Journal of Guidance and Counselling 30(1): 25–42.

37.

Veliz

Bonar

(2023) School leadership attitudes towards EAL/D students and their commitment to professional learning for diverse contexts. TESOL in Context 32(1): 59–85.

38.

Wright

(2016) On coming out in practicum: an autoethnography of (non) disclosure. Journal of Early Childhood Teacher Education 37(3): 189–202.

39.

Yildirim

(2019) Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience. The Journal of Language and Linguistic Studies 15(3): 1155–1170.

40.

Yip

(2024) Positionality and reflexivity: negotiating insider-outsider positions within and across cultures. International Journal of Research and Method in Education 47(3): 222–232.

41.

Yung

KW-H

(2020) Becoming a teacher educator through being a student teacher: an autoethnography in the practicum. Journal of Education for Teaching: JET 46(2): 248–250.

42.

Zhang

Jiang

Ming

, et al. (2020) Family socio-economic status and children’s academic achievement: the different roles of parental academic involvement and subjective social mobility. British Journal of Educational Psychology 90(3): 561–579.