Implications for cross-cultural comparative studies of teaching and learning

Abstract

In the intensively globalised academic and research environment, there is much interest in inter-institutional cross-cultural collaborative research work. The desire to conduct comparative studies of education in diverse contexts introduces new parameters into research frameworks and analysis. The EQUALPRIME project shares a valuable and unique experience that brings together researchers from a variety of sociolinguistic, heritage and research cultures. The 5-year close partnership involved various forms of data exchange, idea sharing and alignment of judgment on a regular basis. Indeed, the gain in comparative studies is possibly most precious in the understanding of the dynamics and complexity of education systems and processes. Throughout the collaborative process on exploring good teaching practices in different countries, the research team has brought together methodological aspects that are important for cross-cultural studies as well as pedagogical aspects that are substantive for quality science teaching and learning. Based on on-going dialogic reflections on methodological issues, pedagogical concerns, contextual explorations, and cultural understandings, this Chapter shares the experience of this much-to-learn and reflexive journey and discusses the technical and philosophical underpinning not only in cross-cultural comparative studies but also in cross-cultural collaborations. It provides suggestions for policy, management and research design of studies alike.