Research shows that globalization has propelled universities to seek partnerships and collaborations with institutions around the world. Many European and American branch campuses have sprung up in China. Relatively few studies, however, have analyzed the influence of Chinese traditions for education pedagogy in these Western-style branch campuses.

My research question is whether the western-style teaching pedagogy can be fully replicated in China and in what ways practices in pedagogy or organization are likely to be enacted in order to make international branch campuses curricula consistent with Chinese traditions. By comparing the Western higher education pedagogy and Chinese higher education pedagogy, and utilizing the Pedagogical Content Knowledge (PCK), this research tested what practice or organization needs to be enacted to meet the consistency with Chinese traditions and how teacher education resources can be redesigned in order to meet the needs of instructors in branch campuses. 

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