Investigating the perception of student teachers in Hong Kong towards peer-editing

Investigating the perception of student teachers in Hong Kong towards peer-editing

• Chong, Kelvin Ka Yu English Language Teaching Unit, Chinese University of Hong Kong

English Language Teaching, 3(1), 53-59, 2010

Canadian Center of Science and Education

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBE Teaching Methods of Composition & Their Outcomes
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Peer Review (Professional Performance) Perception Education, Secondary Classroom Environment Classroom Activities Student Teachers Locus of Control Constraints (Linguistics) China External Constraints Teachers' Personality

• Hong Kong

• 1997.7 onwards

• Secondary Education

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Despite its popularity in other countries, like America and Canada, peer editing is considered quite 'avant-garde' in the Hong Kong academic community and has never been a common practice in local secondary schools' classrooms. This paper will try to unveil the reasons why a number of Hong Kong English teachers are reluctant to use peer-editing. It is hypothesized that any positive experience of peer editing among teachers themselves is an impetus to use peer editing in class. Based on this hypothesis, a brief survey was carried out to examine a group of fifteen student-teachers' attitudes who had taken a second language writing course in a graduate school's setting, in which peer-editing activities of each other's work over six weeks, in six one-hour blocks, were conducted. Reservations concerning adopting peer-editing were observed among the student-teachers' future classes. All forms of resistance and reservations, according to the participants, were claimed to derive from external constraints. A closer look, however, suggests that none of these given constraints were purely external. Rather, I believe these teachers might have either been prejudiced or neglected 'locus of control', which refers to the possible control and power a teacher possess over their classes. This paper looks at both the teachers' personalities, characterized by skeptical beliefs in peer-editing, and the external constraints from the local social situations that contribute to the resistance and reluctance of teachers implementing peer editing in Hong Kong's education institutions.
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• English

Journal Articles

• 19164742

https://bibliography.lib.eduhk.hk/en/bibs/474d0b1d

2011-01-20