“…She reconstructed her identity as an educator by erasing her difference and imitating her supervisor. These findings were consistent with those in the much more substantial body of literature on international or internationally trained preservice teachers in the field of teacher education, which emphasize that students need to change their beliefs and practices to successfully fit in the existing system (e.g., Agbenyega, 2012;Cho, 2010;Feuerverger, 1997;Myles, Cheng, & Wang, 2006;Walsh, Brigham, & Wang, 2011). Consequently, the perceived power of the authoritative discourse may lead these immigrant and refugee ECTE students to engage in "performative professionalism" (Taggert, 2011), suppressing their personal and cultural beliefs in favour of enacting the professional practices expected in the community of practice.…”