Implications for cross-cultural comparative studies of teaching and learning

Hsiao-Lan Sharon Chen, Pei Tseng Jenny Hsieh

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

In the intensively globalised academic and research environment, there is much interest in inter-institutional cross-cultural collaborative research work. The desire to conduct comparative studies of education in diverse contexts introduces new parameters into research frameworks and analysis. The EQUALPRIME project shares a valuable and unique experience that brings together researchers from a variety of sociolinguistic, heritage and research cultures. The 5-year close partnership involved various forms of data exchange, idea sharing and alignment of judgment on a regular basis. Indeed, the gain in comparative studies is possibly most precious in the understanding of the dynamics and complexity of education systems and processes. Throughout the collaborative process on exploring good teaching practices in different countries, the research team has brought together methodological aspects that are important for cross-cultural studies as well as pedagogical aspects that are substantive for quality science teaching and learning. Based on on-going dialogic reflections on methodological issues, pedagogical concerns, contextual explorations, and cultural understandings, this Chapter shares the experience of this much-to-learn and reflexive journey and discusses the technical and philosophical underpinning not only in cross-cultural comparative studies but also in cross-cultural collaborations. It provides suggestions for policy, management and research design of studies alike.

Original languageEnglish
Title of host publicationQuality Teaching in Primary Science Education
Subtitle of host publicationCross-cultural Perspectives
PublisherSpringer International Publishing
Pages309-321
Number of pages13
ISBN (Electronic)9783319443836
ISBN (Print)9783319443812
DOIs
Publication statusPublished - 2016 Jan 1

Fingerprint

Teaching
learning
data exchange
sociolinguistics
cultural studies
teaching practice
education system
research planning
experience
science
management
education

Keywords

  • Comparative studies
  • Cross-cultural comparison
  • Cross-cultural research collaboration
  • Cultural understanding
  • Methodological issues
  • Primary science teaching

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Chen, H-L. S., & Hsieh, P. T. J. (2016). Implications for cross-cultural comparative studies of teaching and learning. In Quality Teaching in Primary Science Education: Cross-cultural Perspectives (pp. 309-321). Springer International Publishing. https://doi.org/10.1007/978-3-319-44383-6_13

Implications for cross-cultural comparative studies of teaching and learning. / Chen, Hsiao-Lan Sharon; Hsieh, Pei Tseng Jenny.

Quality Teaching in Primary Science Education: Cross-cultural Perspectives. Springer International Publishing, 2016. p. 309-321.

Research output: Chapter in Book/Report/Conference proceedingChapter

Chen, H-LS & Hsieh, PTJ 2016, Implications for cross-cultural comparative studies of teaching and learning. in Quality Teaching in Primary Science Education: Cross-cultural Perspectives. Springer International Publishing, pp. 309-321. https://doi.org/10.1007/978-3-319-44383-6_13
Chen H-LS, Hsieh PTJ. Implications for cross-cultural comparative studies of teaching and learning. In Quality Teaching in Primary Science Education: Cross-cultural Perspectives. Springer International Publishing. 2016. p. 309-321 https://doi.org/10.1007/978-3-319-44383-6_13
Chen, Hsiao-Lan Sharon ; Hsieh, Pei Tseng Jenny. / Implications for cross-cultural comparative studies of teaching and learning. Quality Teaching in Primary Science Education: Cross-cultural Perspectives. Springer International Publishing, 2016. pp. 309-321
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