Abstract

Chinese students are typically taught to view their teachers as “all-knowing” and are discouraged from asking questions. This contrasts with Western learning methods, which value individual development and independent and critical thinking. These cultural differences are emphasized when US faculty partake in education exchanges and embark on short-term teaching assignments in China. This qualitative modified case study was undertaken to investigate US faculty members’ perceptions of the Chinese classroom and how they come to understand and cope with these differences in their teaching practices. The participants encountered substantial culture-based obstacles in China, which they overcame via adaptation. Faculty adapted to Chinese learning culture by various methods, including altering their teaching methods, revising their subject matter, and using clear English. The study’s overarching recommendation is for both American and Chinese universities to enlist program administrators within teaching exchange programs to conduct an action research study every four to six years to examine and refine the existing collaboration program.