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Teacher—student relationships in an International Baccalaureate school in China

School of Education, University of Nottingham, UK, echozhangyue{at}hotmail.com

Ian McGrath

School of Education, University of Nottingham, UK, ian.mcgrath{at}nottingham.ac.uk

This article describes a case study conducted at an International Baccalaureate World School in mainland China in which the majority of faculty and over 98 per cent of students are Chinese. The purpose of the study was to investigate and compare the teacher—student relationships of Chinese and non-Chinese teachers, with a specific focus on the teachers' role and time spent with students. The study also explored students' perspectives on any differences. The overall intention was to provide an in-depth and systematic interpretation of the nature of any differences and the reasons for these in an attempt to contribute to a better understanding of co-constructed pedagogy.

Key Words: Chinese culture • pedagogic behaviour • teacher—student relationships • teachers' role • teachers' time

Journal of Research in International Education, Vol. 8, No. 2, 164-190 (2009)
DOI: 10.1177/1475240909105203


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