Chinese conceptions of 'effective teaching' in Hong Kong: towards culturally sensitive evaluation of teaching

Abstract

This article reports the process and findings of a study designed to identify conceptions of effective teaching held by Hong Kong Chinese university students and both Hong Kong Chinese and expatriate university teachers. The study purpose was to both inform the process of evaluation of teaching and contribute to research on the cross-cultural application of models of teaching. The study supports the conclusion that conceptions of teacher effectiveness are deeply rooted in specific cultural values and social norms.