Cultural Perspectives on Teaching and Learning: A collaborative self-study of two professors' first year teaching experiences

Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor

“…For example, Western perceptions of the degree of teacher/student regulation of learning might result in Asian students bitterly concluding that the teachers do not teach and professors becoming frustrated that the Asian students are dependent and passive learners (Chen & Bennett, 2012;Cross & Hitchcock, 2007;Mathias et al, 2013;McClure, 2005;Vermunt & Verloop, 1999). Whether these claims are valid is not a point of discussion here, but it is clear that both students and teachers experience frictions, likely originating from their cultural and educational differences (Hu & Smith, 2011;Lee, 2011). in this light, it is worthwhile to explore how the groups perceive each other and the teaching and supervision processes.…”

“…Therefore, students aim to or have been urged to become as highly qualified as possible and to sacrifice a great deal of their leisure time (cf. Hu & Smith, 2011).…”

Teaching in a global society: Considerations for university-based educational leadership

“…Reflecting on one's own assumptions about nontraditional adult learners (Chen, 2017), social and emotional constructs (Hu & Smith, 2011;Smith & Hu, 2013;Merriam & Bierema, 2014;Uchida et al, 2004), and deficit thinking (Abdi, 2016;Dudley-Marling, 2015;Sharma, 2018;Skrla & Scheurich, 2001;Valencia, 1997;Weiner, 2006) may not only inform educators' and students' worldviews, but also provide additional insights for developing culturally responsive praxes for teaching, leading, and learning.…”

“…As an example, Uchida et al (2004) posited individuals from East Asian cultures are more collaborative or collectivist in their approaches to social activities and learning, and individuals from European-American backgrounds are more independent. Understanding how social and emotional constructs vary from East to West-or from culture to culture (Hu & Smith, 2011;Smith & Hu, 2013;Uchida et al, 2004) may promote further consideration of cultural values when planning activities in traditional or online learning environments. Understanding differences in social and emotional constructs also provides opportunity for faculty and students to make meaning of various forces that have potential to complicate relationships and routine interactions within diverse learning communities.…”

Sharing Stories: Reflections of Professors’ Literacy Identities and Beliefs

“…Self-study is based on teacher educators' desire to better understand themselves and to learn more about teaching. Hence, it is considered as a powerful way to promote reflective teaching and foster changes of the teaching pedagogy (Hu & Smith, 2011).…”