This study explores beliefs and classroom practices of teachers from collectivist nations through the lens of Hofstede’s cultural dimensions. In this grounded theory study, an in-depth investigation of the ways in which six teachers from five different collectivist countries described their beliefs and classroom practices was carried out. Through the constant comparative method, the two authors grouped the findings into categories of beliefs and practices which were then examined through the lens of the six dimensions of Hofstede’s model of cultural difference. Six categories of classroom practices, Pedagogy, Interaction, Student Role, Teacher Support, Differential Assessment, and Behavioral Management and three major beliefs, Importance of Teacher-Student Relatedness, Teaching: a Social Responsibility, and Learning for Life Skills emerged from the findings. The comparison revealed a multi-dimensional structure of teachers’ practices with strong evidence of both traditional and constructivist practices. Our findings indicate that collectivist teachers will embrace individualistic practices of teaching which are congruent with their own cultural beliefs. Thus, the findings will add to the literature on cultural beliefs that affect teaching and learning. The findings will have implications for teachers, researchers, and policy makers in refining their perception of collectivist teachers.
Grounded Theory, Hofstede, Eastern Culture, Collectivist Culture, Collectivist Teachers, Classroom Practices, Teacher’s Beliefs, Teacher’s Practices
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Recommended APA Citation
Kaur, A., & Noman, M. (2015). Exploring Classroom Practices in Collectivist Cultures Through the Lens of Hofstede’s Model. The Qualitative Report, 20(11), 1794-1811. Retrieved from https://nsuworks.nova.edu/tqr/vol20/iss11/7