This article investigates the experiences in knowledge development and sharing of a group of migrant teachers from different Asian countries who are teaching in secondary schools in Hong Kong. Seeing dispositions as the key to professionalization and professional contributions, it explores the possibilities and challenges in harnessing the professional value of their transnational disposition. Semi-structured interviews were conducted to investigate the participants’ position in the workplace, negotiations of the local curriculum and classroom practice, and professional interactions with colleagues and parents. The findings show that these teachers actively respond to invisibility and marginalization by drawing from their transcultural disposition to creatively but cautiously transform pedagogical practices and discourses. It is found that the presence of migrant professionals in local context provides opportunities for critical reflexivity and transnational awareness among local professionals. It is implied that the changes in thinking and awareness may lead to broad-based ideological and structural changes, which in turn promotes productive knowledge exchange.

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