Climbing the Great Wall: Linking Teacher Beliefs and Learning Styles in Cross-Cultural Teaching - Observations from cross-cultural teaching in Mainland China

Abstract

Scholars have suggested separate relationships between culture and learning styles, and between culture and teaching beliefs. In this essay I suggest that interrelated relationships between culture, learning styles and teacher beliefs may exist. Drawing on personal observations from cross-cultural teaching experiences in Mainland China, the essay illustrates how culture, learning styles and teacher beliefs inform each other and how they might be combined into an inclusive framework. Such a framework could aid in identifying and overcoming challenges from cross-cultural teaching and cross-cultural learning. The observations shed further light onto the on-going debate of how Chinese learn. The essay concludes with directions for future research for further development of the framework and our understanding of cross-cultural differences in the classroom.

Publication Type:	Article
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Departments:	Professional Services > Learning, Enhancement and Development > Learning at City Journal

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