A Comparative Study of Chinese and UK Teachers’ Thinking about Learning Processes

Abstract

This research explored and compared UK and Chinese teachers’ thinking about students' learning processes in the classroom, examining how these perspectives align with current scientific understandings of learning. Grounded in a critical realism framework, the study employed a sequential mixed-methods design that combined qualitative and quantitative data collection and analysis.
In Phase 1, semi-structured interviews were conducted with four Chinese and four UK teachers. Thematic analysis revealed both shared and divergent views on how to promote leaning and how learning occurs in the classroom. Teachers from both contexts emphasized the integration of emotional, behavioural, and cognitive factors in student learning. However, notable differences emerged in their perceptions of key elements underpinning effective learning. These differences can largely be attributed to cultural influences: Chinese teachers’ views reflected collectivist values and Confucian heritage, prioritizing group harmony, moral development, and collective benefit, whereas UK teachers’ perspectives were more aligned with individualistic values, emphasizing autonomy, student agency, and independent learning.
In Phase 2, a questionnaire was developed based on the qualitative findings, incorporating the individualism–collectivism dimension and offering both culturally informed and science-aligned rationales for various classroom strategies. Administered to a larger sample (n = 527) of teachers from the UK and China, the quantitative analysis revealed that Chinese teachers, compared to their UK counterparts, expressed stronger endorsement with rationales reflecting collectivist orientations in task-related strategies. Although teachers from both groups showed support for science-aligned explanations, UK participants, on average, demonstrated a higher preference for scientific rationales.
These findings highlight the powerful role of cultural context in shaping teachers’ thinking about learning. They also raise important questions about how scientific insights are interpreted and integrated across culturally diverse classrooms. The study concludes by reflecting on the implications for educational practices, teacher development, and the integration of neuroscience insights into culturally diverse classrooms, while acknowledging the conceptual limitations of binary cultural models.

Date of Award	30 Sept 2025
Original language	English
Awarding Institution	University of Bristol
Supervisor	Paul A Howard-Jones (Supervisor) & Simon P Brownhill (Supervisor)