Teaching abroad can be an exciting and rewarding experience, but it can also bring its own set of challenges. One of the countries that has become a popular destination for international teachers is China. However, the cultural differences between China and the West can sometimes create barriers in the education system. This is particularly true for International Qualified Teacher Status (IQTS) teachers who are trained in Western teaching methods. In this blog post, we will explore five examples of cultural barriers that IQTS teachers may face when teaching in China.
1. The Role of the Teacher
Teacher as an Authority Figure
In many Western countries, the role of the teacher is often seen as a facilitator of learning. They guide students towards knowledge, encouraging them to think critically and independently. However, in China, teachers are traditionally viewed as authority figures. They are expected to impart knowledge, and students are expected to absorb it without question. This can be a significant cultural barrier for IQTS teachers who are used to promoting active learning and student participation.
Respect for Teachers
Another aspect of the teacher’s role in China is the high level of respect they command. This is rooted in the Confucian principle of ‘respect for elders and superiors’. As a result, students may be less likely to challenge their teachers or engage in debates, which can be a common practice in Western classrooms. IQTS teachers may need to find ways to encourage student interaction while respecting this cultural norm.
2. The Importance of Exams
Exam-oriented Education System
China’s education system is heavily exam-oriented. The Gaokao, China’s national university entrance exam, is a high-stakes test that determines a student’s future prospects. This emphasis on exams can create a culture of rote learning, where the primary goal is to memorise information for the test. IQTS teachers, who are trained in a more holistic approach to education, may find this focus on exams rather than overall learning to be a significant cultural barrier.
Pressure to Succeed
The importance placed on exams also leads to immense pressure on students to succeed. This can result in a highly competitive environment, which may be unfamiliar to IQTS teachers from Western countries where education is often more collaborative. Teachers may need to balance this pressure with strategies to promote student wellbeing and mental health.
3. Parental Involvement
High Expectations
Chinese parents often have high expectations for their children’s academic success. They may be heavily involved in their child’s education, and may expect regular communication and updates from teachers. For IQTS teachers, this level of parental involvement may be a new experience. It’s important to establish clear communication channels and to understand the cultural importance of education in Chinese society.
Private Tutoring
Private tutoring is common in China, and many students receive additional instruction outside of school hours. This can create a culture of overwork and high academic expectations. IQTS teachers may need to consider this when planning lessons and setting homework, to ensure that students are not overwhelmed.
4. Language Barriers
English Proficiency
While English is taught in many Chinese schools, the level of proficiency can vary greatly. This can be a challenge for IQTS teachers who are teaching in English. They may need to adapt their teaching methods to cater to different levels of English proficiency, and may need to learn some basic Mandarin to communicate effectively with students and staff.
Understanding Cultural Nuances
Language is not just about words, but also about understanding cultural nuances and context. IQTS teachers may face challenges in understanding cultural references and idioms, which can lead to misunderstandings. It’s important for teachers to learn about Chinese culture and language to build effective communication with their students.
5. Different Teaching Methods
Teacher-centred vs Student-centred Learning
Chinese classrooms traditionally employ a teacher-centred approach, where the teacher is the primary source of knowledge and students are passive recipients. This is in contrast to the student-centred approach often used in Western countries, where students are encouraged to take an active role in their learning. IQTS teachers may need to adapt their teaching methods to fit into this cultural context, while still promoting critical thinking and active learning.
Group Work vs Individual Work
Group work is less common in Chinese classrooms, where individual work is often the norm. IQTS teachers who are used to promoting collaborative learning may need to adjust their teaching strategies. However, introducing group work can also be a way to bring new teaching methods into the classroom and encourage cooperative learning.
In conclusion, while there are certainly cultural barriers in China’s education system for IQTS teachers, these can be overcome with understanding, flexibility, and a willingness to adapt. By understanding these cultural differences, IQTS teachers can create a positive and effective learning environment for their students.
Overcome Cultural Barriers with The IQTS at UWE
As you navigate the complexities of teaching in China and aim to bridge cultural divides, The IQTS at UWE offers a robust solution to enhance your professional development. With the iQTS programme, not only can you meet stringent international qualification requirements, but also significantly improve your career prospects. Embrace the opportunity to connect with a global community of educators, deepen your understanding of international curricula, and balance your professional growth with your current commitments. Are you ready to make your next step and transform your teaching career? Make Your Next Step with the iQTS programme and join the ranks of satisfied educators who are now 65% more adaptable in diverse educational settings.