Internationally Educated Mathematics Teacher Candidates

This paper addresses the issues noted among diverse student teacher population at one Canadian university. In her previous research, the author found three main concerns expressed by the internationally educated teacher candidates, namely the communication concern (e.g., use of grammar, vocabulary, pronunciation, accent, etc.), concern for power and authority in the classroom, and the socio-cultural acceptance concern. This study builds on the previous results and addresses the experiences of mathematics IETCs, in an attempt to find how the concerns theory plays out when the IETCs use language to navigate practice teaching in Canadian schools, what kind of discourse of power they see in the cross-cultural encounters, and how they use mathematics discourse to counteract the broader social discourses.