Evolving Ecosystems in Education: The Nature and Implications of Private Supplementary Tutoring in Hong Kong

Autor/inn/en	Bray, Mark; Kobakhidze, Magda Nutsa
Titel	Evolving Ecosystems in Education: The Nature and Implications of Private Supplementary Tutoring in Hong Kong
Quelle	In: Prospects: Quarterly Review of Comparative Education, 45 (2015) 4, S.465-481 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-015-9353-2
Schlagwörter	Foreign Countries; Tutoring; Tutors; Individual Instruction; Ecological Factors; Supplementary Education; Teacher Role; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Individuelles Lernen; Ökologischer Ansatz; Ergänzungsunterricht; Lehrerrolle; Hongkong
Abstract	An established literature draws on ecological concepts to analyze interrelationships within education structures and processes, and the impact of shifting balances. Private supplementary tutoring--relatively new in ecosystems of education around the world--is creating significant changes in relationships, particularly as they concern teachers' roles. This paper, drawing on data from Hong Kong, where private tutoring has become very visible, presents perspectives on the phenomenon from students and teachers. It shows that these parties sometimes play complementary roles, but that private tutoring may marginalize teachers in some respects. Insights from these perspectives suggest a research agenda for other parts of the world as well as for Hong Kong. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01