ABSTRACT
This chapter addresses the research questions by interconnecting key results and findings from quantitative and qualitative parts of the study. It evaluates the quantity and quality of teacher behaviours, as observed in nineteen maths lessons in Southampton and Nanjing, with two internationally validated observation systems – Opportunity to Learn (OTL) and International System for Teacher Observation and Feedback (ISTOF). Individual interviews with teachers collected teachers' perspectives in three main aspects: teacher beliefs in EMT, self-evaluation of the observed lesson and international awareness and attitude to change. The most significant distinction between the English and the Chinese approaches perhaps lies in the way of teacher questioning. English teachers tended to re-teach multiple times in a lesson the same content after the first input, whereas Chinese teachers were more likely to ask pupils to find the solution(s) and then re-explain it/them at different points in the lesson.
