Navigating Cultural Diversity to Engage Chinese Teachers in Best Practice Professional Development

Abstract

This chapter will investigate the philosophical perspective and practical drivers of teacher development programmes delivered by a UK university to serving teachers in China. This chapter will highlight the evolution of the professional development programmes as they were delivered, considering cultural diversity and subsequent impact upon practice. The impact from the participant’s perspective is themed around ‘changing thinking in teaching and learning’. While a significant majority of teacher participants stated that the programmes had changed their thinking, there were several cultural barriers that ultimately constrained the impact of the professional development. The different learning environment in the UK and China led some participants to perceive that it was impossible to implement the strategies in their context. Insight of this nature can support institutions in adapting their international continued professional development programmes, both in content and mode of delivery, to address both teacher perceptions and changing global landscapes.

Citation

Littlefair, D., Swan, J.C. and Hudson, K. (2022), "Navigating Cultural Diversity to Engage Chinese Teachers in Best Practice Professional Development", Caputo, A., Lock, D. and Hack-Polay, D. (Ed.) International Environments and Practices of Higher Education, Emerald Publishing Limited, Leeds, pp. 41-53. https://doi.org/10.1108/978-1-80117-590-620221005