Cultural influence on Chinese teachers’ perceptions and beliefs in a Danish context

Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

Resumé

The paper presents the results of a pilot study designed to investigate native Chinese teachers’ beliefs and perceptions in Danish teaching context and how culture impacts their perceptions and beliefs. Ethnographic interviews were utilized to explore their perceptions on students’ characteristics, teaching methods, and relevant experiences of four native Chinese who have been teaching in Denmark for many years. It demonstrates that teachers’ perceptions reflect two different educational cultures which have shaped and are reshaping their beliefs about students’ characteristics and teaching methods in Danish context. It suggests that teachers’ cultural backgrounds and the new cultural contexts in which they are teaching cause their belief development from more teacher-oriented to more student-oriented. However, their belief about teaching methods also implies a complexity of combining two competing “Chinese ways of teaching” and “Danish ways of teaching”, which suggested their efforts of adapting to a new context.
OriginalsprogEngelsk
TitelTeaching and Learning Culture : Negotiating the Context
RedaktørerMads Jacob Kirkebæk, Xiangyun Du, Annie Aarup Jensen
ForlagBrill | Sense
Publikationsdato2013
Sider95-112
Kapitel7
ISBN (Trykt)978-94-6209-438-3, 978-94-6209-439-0
ISBN (Elektronisk)978-94-6209-440-6
StatusUdgivet - 2013

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teaching method
Teaching
teacher
student
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cause
interview
experience

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    Wang, L., & Jensen, A. A. (2013). Cultural influence on Chinese teachers’ perceptions and beliefs in a Danish context. I M. J. Kirkebæk, X. Du, & A. A. Jensen (red.), Teaching and Learning Culture: Negotiating the Context (s. 95-112). Brill | Sense.
    Wang, Li ; Jensen, Annie Aarup. / Cultural influence on Chinese teachers’ perceptions and beliefs in a Danish context. Teaching and Learning Culture: Negotiating the Context. red. / Mads Jacob Kirkebæk ; Xiangyun Du ; Annie Aarup Jensen. Brill | Sense, 2013. s. 95-112
    @inbook{6f845ec4c75449e7b1d292decc587dff,
    title = "Cultural influence on Chinese teachers’ perceptions and beliefs in a Danish context",
    abstract = "The paper presents the results of a pilot study designed to investigate native Chinese teachers’ beliefs and perceptions in Danish teaching context and how culture impacts their perceptions and beliefs. Ethnographic interviews were utilized to explore their perceptions on students’ characteristics, teaching methods, and relevant experiences of four native Chinese who have been teaching in Denmark for many years. It demonstrates that teachers’ perceptions reflect two different educational cultures which have shaped and are reshaping their beliefs about students’ characteristics and teaching methods in Danish context. It suggests that teachers’ cultural backgrounds and the new cultural contexts in which they are teaching cause their belief development from more teacher-oriented to more student-oriented. However, their belief about teaching methods also implies a complexity of combining two competing “Chinese ways of teaching” and “Danish ways of teaching”, which suggested their efforts of adapting to a new context.",
    keywords = "native Chinese teachers, teachers’ beliefs, students’ characteristics, teaching methods, cultural influence",
    author = "Li Wang and Jensen, {Annie Aarup}",
    note = "Ballantyne, R., Bain, J. D., & Packer, J. (1999). Researching university teaching in Australia: Themes and issues in academics’ reflections. Studies in Higher Education, 24(2), 237–257. Bateson, G. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Chicago: University of Chicago Press. Ben-Peretz, M. (2011). Teacher knowledge: What is it? how do we uncover it? what are its implications for schooling? Teaching and Teacher Education, 27(1), 3–9. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. Borg, S. (2007). Teacher cognition and language education : Research and practice. New York: Continuum. Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86(6), 821–839. Calderhead, J. (1988). Teachers’ professional learning. London: Falmer Press. Clandinin, D. J., & Connelly, F. M. (1987). Teachers’ personal knowledge: What counts as ‘personal’ in studies of the personal. Journal of Curriculum Studies, 19(6), 487–500. Cortazzi, M., & Jin, L. (2001). Large classes in china: ‘Good’ teachers and interaction. In D. Watkins & J. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: ACER. 115–134. Crawley, F. E., & Salyer, B. A. (1995). Origins of life science teachers’ beliefs underlying curriculum reform in Texas. Science Education, 79(6), 611–635. Du, X.-Y., Kirkeb{\ae}k M. J. (Eds.). (2012). Contextualizing task-based PBL. Exploring task-based PBL in Chinese teaching and learning (pp. 172–185). Newcastle: Cambridge Scholars Publishing. Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about “good teaching”: An integration of contrasting research areas. Higher Education Research and Development, 19(1), 5–26. Entwistle, N., & Walker, P. (2002). Strategic alertness and expanded awareness within sophisticated conceptions of teaching. Teacher thinking, beliefs and knowledge in higher education (pp. 15–39). New York: Springer. Entwistle, N. J. (2009). Teaching for understanding at university: Deep approaches and distinctive ways of thinking. New York: Palgrave Macmillan. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65. Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understanding of teaching. Teaching and Teacher Education, 9(5), 485–497. Gao, L., & Watkins, D. A. (2002). Conceptions of teaching held by school science teachers in PR china: Identification and cross-cultural comparisons. International Journal of Science Education, 24(1), 61–79. Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in pre-service teacher education: A case study from the United States. Teaching and Teacher Education, 7(2), 119–136. Gullestrup, H. (2006). Cultural analysis: Towards cross-cultural understanding. Copenhagen: Copenhagen Business School Press. Ho, A. S. (2000). A conceptual change approach to staff development: A model for programme design. International Journal for Academic Development, 5(1), 30–41. Ho, A., Watkins, D., & Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education, 42(2), 143–169. Ho, I. T. (2004). A comparison of Australian and Chinese teachers’ attributions for student problem behaviors. Educational Psychology, 24(3), 375–391. Ho, I. T., Jin, L., & Watkins, D. A. (2001). Are Chinese teachers authoritarian? In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner (pp. 99–114). Hong Kong: University of Hong Kong, Comparative Education Research Centre. Hofstede, G. (1983). National culture s in four dimensions: A research-based theory of cultural differences among nations. International Studies of Management & Organization, 13(1/2), 46–74. Hofstede, G., Hofstede, G. J., & Minkov, M. (1991). Cultures and organizations. London: McGraw-Hill. Kagan, D. M. (1992). Implication of research on teacher belief. Educational Psychologist, 27(1), 65–90. Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177–228. Karathanos, K. (2009). Exploring US mainstream teachers’ perspectives on use of the native language in instruction with English language learner students. International Journal of Bilingual Education and Bilingualism, 12(6), 615–633. Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. Elt Journal, 50(3), 187–198. Kember, D. (1997). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), 255–275. Kvale, S., & Brinkmann, S. (2008). Interviews: Learning the craft of qualitative research interviewing. Thousand Oaks: Sage Publications. Leung, F. (1998). The implications of Confucianism for education today. Journal of Thought, 33, 25–36. Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. Hoboken: Wiley. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. OECD. (2009). Creating effective teaching and learning environments. Retrieved from http://www.oecd. org/edu/school/43023606.pdf (2013-08-22). Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. Phipps, S., & Borg, S. (2007). Exploring the relationship between teachers’ beliefs and their classroom practice. Teacher Trainer, 21(3), 17. Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390. Pratt, D. D. (1992a). Conceptions of teaching. Adult Education Quarterly, 42(4), 203–220. Pratt, D. D., Kelly, M., & Wong, W. S. (1999). Chinese conceptions of effective teaching in Hong Kong: Towards culturally sensitive evaluation of teaching. International Journal of Lifelong Education, 18(4), 241–258. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), The handbook of research on teacher education (2nd ed., pp. 102–119). New York: Macmillan. Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559–586. Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco: Jossey-Bass. Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41(3), 299–325. Strauss, A., & Corbin, J. (1994). Grounded theory methodology . In N. K. Denzin & Y. S. Lincoln, (Eds.), Handbook of qualitative research (pp. 273–285). Thousand Oaks: Sage Publications. Sun, D. (2012). “Everything goes smoothly”: A case study of an immigrant Chinese language teacher’s personal practical knowledge. Teaching and Teacher Education, 28(5), 760–767. Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. New York: Macmillan Publishing Co, Inc. Watkins, D. (2000). Learning and teaching: A cross-cultural perspective. School Leadership & Management, 20(2), 161–173. Watkins, D. A., & Biggs, J. B. (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Hong Kong University Press. Wu, H., Palmer, D. K., & Field, S. L. (2011). Understanding teachers’ professional identity and beliefs in the Chinese heritage language school in the USA. Language, Culture and Curriculum, 24(1), 47–60.",
    year = "2013",
    language = "English",
    isbn = "978-94-6209-438-3",
    pages = "95--112",
    editor = "Kirkeb{\ae}k, {Mads Jacob} and Xiangyun Du and Jensen, {Annie Aarup}",
    booktitle = "Teaching and Learning Culture",
    publisher = "Brill | Sense",

    }

    Wang, L & Jensen, AA 2013, Cultural influence on Chinese teachers’ perceptions and beliefs in a Danish context. i MJ Kirkebæk, X Du & AA Jensen (red), Teaching and Learning Culture: Negotiating the Context. Brill | Sense, s. 95-112.

    Cultural influence on Chinese teachers’ perceptions and beliefs in a Danish context. / Wang, Li; Jensen, Annie Aarup.

    Teaching and Learning Culture: Negotiating the Context. red. / Mads Jacob Kirkebæk; Xiangyun Du; Annie Aarup Jensen. Brill | Sense, 2013. s. 95-112.

    Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

    TY - CHAP

    T1 - Cultural influence on Chinese teachers’ perceptions and beliefs in a Danish context

    AU - Wang, Li

    AU - Jensen, Annie Aarup

    N1 - Ballantyne, R., Bain, J. D., & Packer, J. (1999). Researching university teaching in Australia: Themes and issues in academics’ reflections. Studies in Higher Education, 24(2), 237–257. Bateson, G. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Chicago: University of Chicago Press. Ben-Peretz, M. (2011). Teacher knowledge: What is it? how do we uncover it? what are its implications for schooling? Teaching and Teacher Education, 27(1), 3–9. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. Borg, S. (2007). Teacher cognition and language education : Research and practice. New York: Continuum. Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86(6), 821–839. Calderhead, J. (1988). Teachers’ professional learning. London: Falmer Press. Clandinin, D. J., & Connelly, F. M. (1987). Teachers’ personal knowledge: What counts as ‘personal’ in studies of the personal. Journal of Curriculum Studies, 19(6), 487–500. Cortazzi, M., & Jin, L. (2001). Large classes in china: ‘Good’ teachers and interaction. In D. Watkins & J. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: ACER. 115–134. Crawley, F. E., & Salyer, B. A. (1995). Origins of life science teachers’ beliefs underlying curriculum reform in Texas. Science Education, 79(6), 611–635. Du, X.-Y., Kirkebæk M. J. (Eds.). (2012). Contextualizing task-based PBL. Exploring task-based PBL in Chinese teaching and learning (pp. 172–185). Newcastle: Cambridge Scholars Publishing. Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about “good teaching”: An integration of contrasting research areas. Higher Education Research and Development, 19(1), 5–26. Entwistle, N., & Walker, P. (2002). Strategic alertness and expanded awareness within sophisticated conceptions of teaching. Teacher thinking, beliefs and knowledge in higher education (pp. 15–39). New York: Springer. Entwistle, N. J. (2009). Teaching for understanding at university: Deep approaches and distinctive ways of thinking. New York: Palgrave Macmillan. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65. Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understanding of teaching. Teaching and Teacher Education, 9(5), 485–497. Gao, L., & Watkins, D. A. (2002). Conceptions of teaching held by school science teachers in PR china: Identification and cross-cultural comparisons. International Journal of Science Education, 24(1), 61–79. Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in pre-service teacher education: A case study from the United States. Teaching and Teacher Education, 7(2), 119–136. Gullestrup, H. (2006). Cultural analysis: Towards cross-cultural understanding. Copenhagen: Copenhagen Business School Press. Ho, A. S. (2000). A conceptual change approach to staff development: A model for programme design. International Journal for Academic Development, 5(1), 30–41. Ho, A., Watkins, D., & Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education, 42(2), 143–169. Ho, I. T. (2004). A comparison of Australian and Chinese teachers’ attributions for student problem behaviors. Educational Psychology, 24(3), 375–391. Ho, I. T., Jin, L., & Watkins, D. A. (2001). Are Chinese teachers authoritarian? In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner (pp. 99–114). Hong Kong: University of Hong Kong, Comparative Education Research Centre. Hofstede, G. (1983). National culture s in four dimensions: A research-based theory of cultural differences among nations. International Studies of Management & Organization, 13(1/2), 46–74. Hofstede, G., Hofstede, G. J., & Minkov, M. (1991). Cultures and organizations. London: McGraw-Hill. Kagan, D. M. (1992). Implication of research on teacher belief. Educational Psychologist, 27(1), 65–90. Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177–228. Karathanos, K. (2009). Exploring US mainstream teachers’ perspectives on use of the native language in instruction with English language learner students. International Journal of Bilingual Education and Bilingualism, 12(6), 615–633. Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. Elt Journal, 50(3), 187–198. Kember, D. (1997). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), 255–275. Kvale, S., & Brinkmann, S. (2008). Interviews: Learning the craft of qualitative research interviewing. Thousand Oaks: Sage Publications. Leung, F. (1998). The implications of Confucianism for education today. Journal of Thought, 33, 25–36. Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. Hoboken: Wiley. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. OECD. (2009). Creating effective teaching and learning environments. Retrieved from http://www.oecd. org/edu/school/43023606.pdf (2013-08-22). Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. Phipps, S., & Borg, S. (2007). Exploring the relationship between teachers’ beliefs and their classroom practice. Teacher Trainer, 21(3), 17. Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390. Pratt, D. D. (1992a). Conceptions of teaching. Adult Education Quarterly, 42(4), 203–220. Pratt, D. D., Kelly, M., & Wong, W. S. (1999). Chinese conceptions of effective teaching in Hong Kong: Towards culturally sensitive evaluation of teaching. International Journal of Lifelong Education, 18(4), 241–258. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), The handbook of research on teacher education (2nd ed., pp. 102–119). New York: Macmillan. Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559–586. Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco: Jossey-Bass. Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41(3), 299–325. Strauss, A., & Corbin, J. (1994). Grounded theory methodology . In N. K. Denzin & Y. S. Lincoln, (Eds.), Handbook of qualitative research (pp. 273–285). Thousand Oaks: Sage Publications. Sun, D. (2012). “Everything goes smoothly”: A case study of an immigrant Chinese language teacher’s personal practical knowledge. Teaching and Teacher Education, 28(5), 760–767. Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. New York: Macmillan Publishing Co, Inc. Watkins, D. (2000). Learning and teaching: A cross-cultural perspective. School Leadership & Management, 20(2), 161–173. Watkins, D. A., & Biggs, J. B. (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Hong Kong University Press. Wu, H., Palmer, D. K., & Field, S. L. (2011). Understanding teachers’ professional identity and beliefs in the Chinese heritage language school in the USA. Language, Culture and Curriculum, 24(1), 47–60.

    PY - 2013

    Y1 - 2013

    N2 - The paper presents the results of a pilot study designed to investigate native Chinese teachers’ beliefs and perceptions in Danish teaching context and how culture impacts their perceptions and beliefs. Ethnographic interviews were utilized to explore their perceptions on students’ characteristics, teaching methods, and relevant experiences of four native Chinese who have been teaching in Denmark for many years. It demonstrates that teachers’ perceptions reflect two different educational cultures which have shaped and are reshaping their beliefs about students’ characteristics and teaching methods in Danish context. It suggests that teachers’ cultural backgrounds and the new cultural contexts in which they are teaching cause their belief development from more teacher-oriented to more student-oriented. However, their belief about teaching methods also implies a complexity of combining two competing “Chinese ways of teaching” and “Danish ways of teaching”, which suggested their efforts of adapting to a new context.

    AB - The paper presents the results of a pilot study designed to investigate native Chinese teachers’ beliefs and perceptions in Danish teaching context and how culture impacts their perceptions and beliefs. Ethnographic interviews were utilized to explore their perceptions on students’ characteristics, teaching methods, and relevant experiences of four native Chinese who have been teaching in Denmark for many years. It demonstrates that teachers’ perceptions reflect two different educational cultures which have shaped and are reshaping their beliefs about students’ characteristics and teaching methods in Danish context. It suggests that teachers’ cultural backgrounds and the new cultural contexts in which they are teaching cause their belief development from more teacher-oriented to more student-oriented. However, their belief about teaching methods also implies a complexity of combining two competing “Chinese ways of teaching” and “Danish ways of teaching”, which suggested their efforts of adapting to a new context.

    KW - native Chinese teachers

    KW - teachers’ beliefs

    KW - students’ characteristics

    KW - teaching methods

    KW - cultural influence

    M3 - Book chapter

    SN - 978-94-6209-438-3

    SN - 978-94-6209-439-0

    SP - 95

    EP - 112

    BT - Teaching and Learning Culture

    A2 - Kirkebæk, Mads Jacob

    A2 - Du, Xiangyun

    A2 - Jensen, Annie Aarup

    PB - Brill | Sense

    ER -

    Wang L, Jensen AA. Cultural influence on Chinese teachers’ perceptions and beliefs in a Danish context. I Kirkebæk MJ, Du X, Jensen AA, red., Teaching and Learning Culture: Negotiating the Context. Brill | Sense. 2013. s. 95-112