An exploration of collaborative perspectives and barriers that exist in international education systems in China.

摘要

The study involved how Chinese and international educational leaders explain barriers to collaboration that exist in private school systems in China. Western and Chinese educators' perspectives on how teachers and leaders work together to promote educational reform was explained and compared. The research design was composed of a phenomenological explanation using a qualitative multiple case study, which involved underlining the experiences and mindset of culturally diverse educators who were working together. The findings showed that major barriers included confusion and a lack of knowledge regarding incorporating and teaching critical thinking skills, a lack of unity about effective teaching strategies and curriculum, and few opportunities for professional development to promote collaborative efforts within an international school. Effective communication was definded as an essential component for building an integrated faculty group who are focused on shared goals for students.