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This	  one-­‐year	  ethnographic	  study	  explored	  how	  immigrant	  and	  refugee	  women enrolled	  in	  an	  early	  childhood	  teacher	  education	  program	  constructed understandings	  of	  the	  authoritative	  discourse	  in	  their	  program	  in	  relation	  to	  their personal	  and	  cultural	  knowledges	  and	  beliefs.	  This	  article	  focuses	  on	  the participants’	  processes	  of	  learning	  to	  speak	  and	  act	  as	  professionals	  as	  made	  visible in	  their	  play	  interactions	  with	  children	  in	  their	  field	  placement	  sites.	  Although	  these participants	  were	  expected	  to	  appropriate	  normative	  practices,	  they	  in	  fact dialogically	  authored	  their	  own	  hybridized	  professional	  identities	  informed	  by	  their own	  understandings	  and	  the	  authoritative	  discourse.

Authoring Professional Identities: Immigrant and Refugee Women's Experiences in an Early Childhood Teacher Education Program