Encinas Arquero, Pablo2023-06-172023-06-172019-05• Alexander, R. (2000). Culture and pedagogy: International comparisons in primary education. • Oxford, England: Blackwell. • Ayers, W. (2001). To teach. The journey of a teacher. (2nd ed.). New York, NY: Teachers College Press. • Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. Berliner, D.C. (2005). The near impossibility of testing for teaching quality. Journal of Teacher • Education, 56, 205-213. • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. • Braun, V., & Clarke, V. (2012). Thematic analysis. En H. Cooper (Ed.), Handbook of Research Methods in Psychology (Vol 2: Research Designs, pp. 57-71). Washington, DC: APA books. • Braun, V. & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. • London: Sage. • Brighouse, T. & Woods, D. (1999). How to improve your school. London: Routledge. • British Council (2013). The shape of things to come: the evolution of transnational education: data, definitions, opportunities and impacts analysis. Disponible en: http://www.britishcouncil.org/education/ihe/knowledge-centre/transnational- education/the-shape-of-things-to-come-2 • Council of Europe (2002). Code of good practice in the provision of transnational education. Disponible en: • http://www.coe.int/t/dg4/highereducation/recognition/code%20of%20good%20practice • _EN.asp • Deng, ZY. (2011). Confucianism, modernization and Chinese pedagogy: An introduction. • Journal of Curriculum Studies, 43(5), 561-568. • Fried, R.L. (2001). The passionate teacher. Boston, MA: Beacon Press. • Gao, L. & Watkins, D. A. (2001). Identifying and assessing the conceptions of teaching of secondary school physics teachers in China. British Journal of Educational Psychology, 71, 443-469. • Higher Education Academy (2001). The United Kingdom Professional Standards Framework for Teaching and Supporting Learning in Higher Education. Disponible en: https://www.heacademy.ac.uk/ukpsf • Jin, L. & Cortazzi, M. (1998). Dimensions of dialogue: Large classes in China. International Journal of Educational Research, 29,739-761. • Kelly, E. & Watkins, D. A. (2002). A comparison of the goals and approaches to teaching of Expatriate and Chinese lecturers at universities in Hong Kong. Paper presented to Hong Kong branch of the Higher Education Research and Development Society of Australasia, City University of Hong Kong, Hong Kong. • Kember, D. (1997). A reconceptualization of the research into university academics´ conceptions of teaching. Learning and Instruction. 7(3), 255-275. • Kram, K.E. (1985). Mentoring at work: Developmental relationships in organizational life. • Glenview, IL: Scott Foresman. • Lawton, W. & Katsomitros, A. (2012). International branch campuses: data and developments. The Observatory on Borderless Higher Education. Disponible en: http://www.obhe.ac.uk/documents/view_details?id=894 • Lai, W. C. R. (2000). Perceptions of “A good Teacher” by teachers and students in Hong Kong- their cultural implications (Unpublished master´s thesis). The University of Hong Kong, Hong Kong. • Lee, W.O. (1996). The cultural context for Chinese learners: Conceptions of learning in the Confucian tradition. En D. A. Watkins & J.B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 25-41). Hong Kong & Australia: Comparative Education Research Centre & Australian Council for Educational Research. McEneaney, E. H. & Meyer, J. W. (2000). The content of the curriculum: an institutionalist perspective. En M.T. Hallinan (Ed.), Handbook of the Sociology of Education (pp. 189- • 211). New York: Springer. • Meyer, J., Kamens, D. & Benavot, D. (1992). School knowledge for the masses: World models and national primary curriculum categories in the twentieth century. London: Falmer. • Raufelder, D., Nitsche, L.,Breitmeyer, S., Keßler, S., Herrmann, E. & Regner, N. (2016). Students perceptions of “good” and “bad” teachers-Results of a qualitative thematic analysis with German adolescents. International Journal of Educational Research, 75, 31-44. doi: 10.1016/j.ljer.2015.11004 • Seale, J. (2010). Doing student voice work in higher education: an explosion of the value of participatory methods. British Educational Research Journal. 36(6), 995-1015. • Skelton, A. (2005). Understanding teaching excellence in Higher Education. Towards a critical approach. Abingdon: Routledge. • Smith, J. A. & Osborn, M. (2008). Interpretative phenomenological analysis. En J. A. Smith (Ed.), Qualitative psychology: a practical guide to research methods (pp.51-80). London, UK: Sage. • Su, F. & Wood, M. (2012). What makes a good university lecturer? Students´perceptions of teaching excellence. Journal of Applied Research in Higher Education, 4, 2, 142-155. doi: 10.1108/17581181211273110 • Watkins, D.A. & Sachs, J. (2005). Comparing concepts across cultures: The application of dual scaling to analyse perceptions of the “good teacher” (Unpublished manuscript). The University of Hong Kong, Hong Kong. • Watkins, D. A. & Zhang, Q. (2006). The good teacher: A cross cultural perspective. En D. Mclnerney, M. Dowson & S. van Etten (Eds.), Effective Schools, (pp. 185-204). Greenwich: Connecticut Information Age Publishing. • Zhang, Q. (2007). Conceptions of a good English language teacher at tertiary level in the People's Republic of China (Unpublished doctoral dissertation). University of Hong Kong, Hong Kong.https://hdl.handle.net/20.500.14352/14154Durante los últimos treinta años la internacionalización de la educación superior ha experimentado un enorme desarrollo. De manera lógica, el estudio de este fenómeno se ha traducido en la publicación de decenas de artículos y conferencias internacionales. A pesar de ello, existen muchas ambigüedades e ideas erróneas en lo que respecta al conocimiento de este fenómeno en la República Popular China. Entes centrales de una implantación efectiva de modelos educativos foráneos, docentes y discentes se relacionan mediante el proceso de enseñanza y aprendizaje. El éxito de esta relación pasa, necesariamente, por el conocimiento mutuo y adaptación de ambas partes. En el presente trabajo se pretende profundizar en el conocimiento de lo que constituye ser un buen docente desde el juicio subjetivo de alumnos universitarios chinos que se encuentran estudiando en instituciones de educación transnacional en la República Popular China. Para llevar a cabo dicho propósito, se han desarrollado tres instrumentos de recogida de datos: una redacción expositiva de las características que consideran como positivas en un buen profesor, el análisis de las respuestas proporcionadas por las encuestas de calidad de una de estas instituciones de educación transnacional y, por último, el análisis estadístico de un cuestionario formulado a partir de un análisis temático de las dos pruebas anteriores y de la literatura existente sobre el tema. Nuestros resultados pretenden contribuir a un mejor conocimiento del ideario colectivo del que es, a día de hoy, el mayor mercado educativo del mundo. Se analiza la posible influencia de modelos de educación foráneos y su posibilidad de modificación de las creencias originales de los estudiantes durante el periodo universitario al que los estudiantes se ven expuestos durante la realización de sus estudios de grado.During the last thirty years or so, the internationalization of higher education has experienced enormous development. Consequently, the study of this phenomenon has resulted in the publication of a myriad of articles and international conferences. Despite this, there are many ambiguities and misconceptions regarding the development of this process in the People's Republic of China. Central entities of an effective implementation of foreign educational models, teachers and students are intrinsically related through the teaching and learning process. The success of this relationship happens, necessarily, as a result of a mutual understanding and adaptations of both parties. In this doctoral project, the author tries to deepen the comprehension of what constitutes being a good teacher from the subjective perspective of Chinese university students studying in institutions of transnational education in the People's Republic of China. To carry out this, three data collection instruments have been developed: a narrative exercise gathering characteristics considered positive of a good teacher, a qualitative analysis of a section of the Students Evaluation of Teaching from one of these educational transnational institutions and, finally, the statistical analysis of a rating questionnaire formulated using data from the two previous tests and the existing literature on the topic. Our results aim to contribute to a better understanding of the collective opinion of what is, today, the largest educational market in the world. The possible influence of foreign educational models and the possibility of modifications of the students´ original beliefs during the course of their degree studies are analysed.spaconference paperhttps://educacion.ucm.es/open access37.012378Estudiantes ChinosEducación InternacionalEducación SuperiorEvaluaciónCalidad Docente.Chinese StudentsInternational EducationHigher EducationEvaluationTeaching Quality.AprendizajeMétodos de investigación en educaciónEnseñanza universitaria6104.03 Leyes del Aprendizaje5801.08 Enseñanza Programada