Published:
Aug. 20, 2009
Source: Journal of Education for Teaching, Volume 35, Issue 3 August 2009, pages 225 - 239.
The present study was designed to explore pre-service teachers' attitudes towards teacher self-disclosure in Chinese and US classroom teaching. 126 Chinese pre-service teachers and 180 US pre-service teachers participated in this study.
Results showed statistically significant differences between the two groups in their attitudes towards five dimensions of teacher self-disclosure: common topics, uncommon topics, common purposes, uncommon purposes and consideration of students.
The discussion focuses on the underlying reasons for the differences and the implications for cross-cultural education.
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