The authors present an analysis of the teacher interviews which were conducted in five U.S. cities with 50 preschool teachers.
These interviews were part of a comparative study in Europe and the United States of what practitioners and parents who are recent immigrants think should happen in preschool.
The authors compare the perspectives of these immigrant teachers with those of their nonimmigrant counterparts.
Specifically, the authors focus on the cultural expertise of immigrant teachers who work within their own immigrant community. One of the major findings is that preschool teachers are caught between their pedagogical training and their cultural knowledge.