The Chinese government’s policies on education are as vast and varied as the country itself. From the densely populated urban centres to the remote rural areas, these policies shape the landscape of teaching and learning in China. For Postgraduate Certificate in Education (PGCE) teachers, navigating this landscape can present a unique set of challenges. This blog will explore five key challenges that PGCE teachers face in the Chinese education system.
1. Understanding and Adapting to the National Curriculum
The Chinese National Curriculum
The Chinese National Curriculum is a comprehensive and structured framework that outlines the learning objectives and content for each grade level. It’s a bit like the National Curriculum in England, but with its own unique characteristics. For instance, it places a heavy emphasis on rote learning and memorisation, particularly in subjects like mathematics and Chinese language.
For PGCE teachers, one of the main challenges is understanding this curriculum and adapting their teaching methods to suit it. This can be particularly difficult for those who are used to more interactive and student-centred teaching methods.
Adapting Teaching Methods
Adapting to the Chinese National Curriculum often requires PGCE teachers to rethink their teaching strategies. For example, they may need to incorporate more drills and repetition into their lessons to align with the emphasis on rote learning. This can be a significant shift from the more discussion-based and exploratory teaching methods that are common in Western education systems.
However, it’s important to note that there is a growing recognition in China of the need for more diverse teaching methods. As such, PGCE teachers also have an opportunity to introduce innovative approaches and contribute to the evolution of the Chinese education system.
2. Navigating Language Barriers
Language Challenges
Language is another significant challenge for PGCE teachers in China. While English is taught as a second language in many Chinese schools, the level of English proficiency can vary greatly. This can make communication in the classroom challenging, particularly for teachers who do not speak Mandarin.
Moreover, the Chinese language is not just about words. It’s also about cultural nuances and context, which can be difficult to grasp for those unfamiliar with Chinese culture. This can lead to misunderstandings and miscommunications in the classroom.
Overcoming Language Barriers
Overcoming language barriers requires patience, creativity, and a willingness to learn. Many PGCE teachers find it helpful to learn some basic Mandarin, not just for communication in the classroom, but also for everyday life in China. There are also numerous resources available, such as language apps and online courses, that can assist with language learning.
In the classroom, visual aids, gestures, and other non-verbal communication methods can be effective in bridging the language gap. Additionally, collaborating with local teachers can provide valuable insights into the language and culture, and help to enhance communication with students.
3. Dealing with High-Stakes Testing
The Gaokao System
In China, the Gaokao is the national college entrance exam, and it’s a big deal. It’s a bit like A-levels in the UK, but on steroids. The results of this high-stakes test can determine a student’s future, influencing their university options and career prospects.
For PGCE teachers, the Gaokao system can present a number of challenges. There is immense pressure to prepare students for the exam, which can lead to a narrow focus on exam content and techniques at the expense of broader learning objectives.
Teaching Beyond the Test
While it’s important to prepare students for the Gaokao, PGCE teachers also have a responsibility to provide a well-rounded education. This means teaching beyond the test, fostering critical thinking skills, creativity, and a love of learning. It’s a delicate balancing act, but one that can make a significant difference in students’ educational experiences.
Strategies for teaching beyond the test can include incorporating project-based learning, encouraging student-led discussions, and providing opportunities for creative expression. Additionally, providing feedback that focuses on learning and growth, rather than just test scores, can help to shift the focus from performance to learning.
4. Navigating Cultural Differences
Cultural Expectations in the Classroom
Every culture has its own norms and expectations when it comes to education, and China is no exception. In Chinese classrooms, there is often a high level of respect for teachers and a strong emphasis on discipline and obedience. This can be quite different from the more relaxed and informal classroom environments that some PGCE teachers may be used to.
These cultural differences can impact classroom management, teaching methods, and teacher-student relationships. For instance, Chinese students may be less likely to ask questions or challenge the teacher’s authority, which can make interactive teaching methods more challenging.
Respecting and Adapting to Cultural Differences
Respecting and adapting to cultural differences is a crucial part of being an effective PGCE teacher in China. This doesn’t mean abandoning one’s own cultural values or teaching methods, but rather finding a balance that respects both cultures.
This can involve learning about Chinese culture and educational norms, building relationships with local teachers and students, and being flexible and adaptable in one’s teaching methods. It’s also important to maintain an open mind and a sense of curiosity, as this can lead to a richer and more rewarding teaching experience.
5. Coping with Workload and Pressure
The Pressure to Perform
Teaching in China can be a high-pressure job. There are high expectations for teachers, and the workload can be heavy. This can include long hours, large class sizes, and a high volume of marking and preparation. The pressure to perform can be particularly intense for PGCE teachers, who may be seen as representatives of Western education and therefore held to high standards.
Managing Workload and Pressure
Managing workload and pressure is an essential skill for PGCE teachers in China. This can involve setting realistic expectations, prioritising tasks, and finding effective ways to manage stress. It’s also important to take care of one’s physical and mental health, and to seek support when needed.
Despite the challenges, many PGCE teachers find teaching in China to be a rewarding and enriching experience. It’s an opportunity to learn about a different culture, contribute to the development of the Chinese education system, and make a difference in the lives of students. With patience, flexibility, and a willingness to learn, PGCE teachers can navigate the challenges and thrive in the Chinese education system.
Advance Your Teaching Career with The IQTS at UWE
Understanding the complexities of China’s education system and overcoming the challenges outlined is just the beginning of your journey as a PGCE teacher. If you’re looking to elevate your qualifications, increase your chances of career progression, and connect with a global network of educators, The IQTS at UWE is your next step. Our International Qualified Teacher Status (iQTS) Programme is specifically designed to help you meet stringent international school requirements, enhance your professional development, and adapt to diverse educational settings. With the iQTS, you’re not just preparing for the challenges; you’re setting yourself up for a 45% increase in promotion rates and a 30% salary boost. Don’t let isolation or a lack of understanding of global education systems hold you back. Join the iQTS programme and become part of a community that’s 300% more connected. Make Your Next Step today and transform your teaching career.