Constructing professional identities in shadow education: Perspectives of private supplementary educators in Hong Kong

Constructing professional identities in shadow education: Perspectives of private supplementary educators in Hong Kong

• Trent, John Gilbert The Hong Kong Institute of Education

Educational Research for Policy and Practice, 2015

Springer Netherlands

2015

• N Students & Student Services
  • NI Tutorial Classes / Schools

Teacher Identity Discourse Teacher Education

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Despite its rapid expansion in many countries around the world, private tutoring has attracted only limited attention from policy makers and researchers. This is especially surprising in the case of Asia, where high rates of private tuition have been reported. In particular, comparatively few studies have considered the views of the individual stakeholders in private tuition; students, parents, teachers, and tutors. This study addresses this research gap by using in-depth interviews to provide detailed descriptions of the challenges one group of private tutors in Hong Kong confronted as they positioned themselves within the teaching profession. The findings expose and problematize discourses which establish a rigid division between educators providing private tutoring and those in mainstream schools and constrain the capacity of the former to construct their preferred professional identities. It is argued that educational authorities should respond to the growth in private tutoring in ways that overcome the antagonisms that such division can imply for professional relations between educators in private tutoring and those in mainstream schools.
[Copyright © 2015 Springer Science+Business Media Dordrecht.]

• English

Journal Articles

• 15702081

https://bibliography.lib.eduhk.hk/bibs/d6ae7e33

2015-09-22