Assessment of Chinese Students' Experience with Foreign Faculty: A Case Study from a Chinese University

Autor/in	Ho, Raymond
Titel	Assessment of Chinese Students' Experience with Foreign Faculty: A Case Study from a Chinese University
Quelle	In: Journal of Teaching in International Business, 21 (2010) 3, S.156-177 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
Schlagwörter	Teaching Styles; Student Attitudes; Foreign Countries; English (Second Language); Teaching Methods; Foreign Nationals; College Faculty; Case Studies; Comparative Analysis; Student Reaction; Instructional Effectiveness; Teacher Qualifications; North Americans; Cultural Differences; Asian Culture; Western Civilization; International Trade; Business Education; China + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Schülerverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausländer; Ausländerin; Fakultät; Case study; Fallstudie; Case Study; Schülerkritik; Unterrichtserfolg; Lehrqualifikation; Kultureller Unterschied; Trade; International relations; Handel; Internationale Beziehungen; Wirtschaftserziehung; Wirtschaftspädagogik
Abstract	This article compares Chinese students' responses to local Chinese versus American professors, and the effectiveness of the professors' respective teaching techniques. A case study made at a single university in China, which had a joint academic program with the United States, found that Chinese students preferred local Chinese professors to American professors in spite of the students' perception that the American professors' were more highly qualified, and despite the American professors' student-centered teaching styles. The Chinese students consider local Chinese professors to be more effective in teaching and they have higher expectation of the Chinese students than the U.S. professors. This article explores the differences between Chinese and Western teaching styles and proposes approaches needed to guide Chinese students from their familiar teacher-centered classrooms toward accepting a student-centered classroom approach. Recommendations are offered for improving Western ways of educating Chinese students in China. (Contains 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10