English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study
PDF (English)

Słowa kluczowe

English private tutoring
language teachers
teachers’ conceptualizations
henomenography

Jak cytować

WERBIŃSKA, D., BOZYIǦIT, E., GUERRA, L., EKIERT, M., & KӦSE S. (2019). English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study. Glottodidactica, 46(2), 175–196. https://doi.org/10.14746/gl.2019.46.2.11

Abstrakt

Private English tutoring, understood as the paid English teaching service offered to students to supplement their learning of English at school or prepare them for an examination in English, has become a popular out-of-school learning activity. In order to obtain deeper insights into its intricacies, the need arises to examine the experience of one of its pivotal stakeholders – the private tutors. This article is based on a phenomenographic study with a view to investigating the conceptions of private tutoring held by 15 English teachers from three countries (Poland, Portugal, and Turkey) who offer private teaching services in English in their local contexts. The findings suggest that there are at least three conceptions according to which private tutoring can be experienced by the participants: as a source of income, as helping, and as professional development. The study also poses the question if there is space for formal training of private tutors and calls for further research into English private tutoring

https://doi.org/10.14746/gl.2019.46.2.11
PDF (English)

Bibliografia

Altinyelken, H. K. (2013). The demand for private tutoring in Turkey: Unintended consequences of curriculum reform. In: M. Bray, A. E. Mazawi, R. G. Sultana (eds.), Private tutoring across the Mediterranean (pp. 187–204). Rotterdam: Euro-Mediterranean Centre for Educational Research.

Barkhuizen, G. (2017). Investigating language tutor social inclusion identities. The Modern Language Journal, 101, 61–75. DOI: org/10.1111/modl.12369.

Bleistein, T. / Lewis, M. (2015). One-on-one language teaching and learning. Basingstoke: Palgrave Macmillan.

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13 (6), 4–16. DOI: 10.3102/0013189X013006004.

Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Paris: UNESCO. International Institute for Educational Planning.

Bray, M. (2003). Adverse effects of private supplementary tutoring: Dimensions, implications and government responses. Paris: UNESCO. International Institute for Educational Planning.

Bray, M. (2007). The shadow education system. Paris: UNESCO. International Institute for Educational Planning.

Bray, M. / Mazawi, A. E. / Sultana, R. G. (2013). Private tutoring across the Mediterranean. Rotterdam: Euro-Mediterranean Centre for Educational Research.

Buhagiar, M. A. / Chetcutti, D. A. (2013). The private tuition phenomenon in Malta: Moving toward a fairer education system. In: M. Bray, A. E. Mazawi, R.G. Sultana (eds.), Private tutoring across the Mediterranean (pp. 129–150). Rotterdam: Euro-Mediterranean Centre for Educational Research.

Campani, G. (2013). Private tutoring in Italy: Shadow education in a changing context. In: M. Bray, A. E. Mazawi, R. G. Sultana (eds.), Private tutoring across the Mediterranean (pp. 115–128). Rotterdam: Euro-Mediterranean Centre for Educational Research.

Chun, C. W. (2016). Exploring neoliberal language, discourses and identities. In: S. Preece (ed.), The Routledge handbook of language and identity (pp. 558–571). London: Routledge.

Chung, I. F. (2013). Crammed to learn English: What are learners’ motivation and approach? The Asian-Pacific Education Researcher, 22 (4). 585–592. DOI: org/10.1007/s40299-013-0061-5.

Cohen, P. A. / Kulik, J. A. / Kulik, C. C. (1982). Educational outcomes of tutoring: A metaanalysis of findings. American Educational Research Journal, 19 (2). 237–248. DOI: 10.3102/00028312019002237.

Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in Japan, South Korea, and Cambodia. Asia Pacific Education Review, 11 (1). 14–24. DOI: 10.1007/s12564-009-9058-4.

Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 (Supplement). 19–47. DOI: org/10.1111/modl.12301.

Fox, B. A. (1991). Cognitive and interactional aspects of correction in tutoring. In: P. Goodyear (ed.), Teaching knowledge and intelligent tutoring (pp. 149–172). Norwood, NJ: Ablex.

Gibson, J. J. (1979). The ecological approach to visual perception. Hillsdale, NJ: Lawrence Erlbaum.

Hamid, M. O. / Sussex, R. / Khan, A. (2009). Private tutoring in English for secondary school students in Bangladesh. TESOL Quarterly, 43. 281–308. DOI:10.1002/j.1545-7249.2009.tb00168.x.

Hartmann, S. (2013). Education ‘Home Delivery’ in Egypt: Private tutoring and social stratification. In: M. Bray, A. E. Mazawi, R. G. Sultana (eds.), Private tutoring across the Mediterranean (pp. 55–76). Rotterdam: Euro-Mediterranean Centre for Educational Research.

Jokić, B. / Soldo, A. / Ristić Dedić, Z. (2013). Private and social equity in Croatia and Bosnia & Hercegovina: A comparative qualitative study. In: M. Bray, A. E. Mazawi, R. G. Sultana (eds.), Private tutoring across the Mediterranean (pp. 11–28). Rotterdam: Euro-Mediterranean Centre for Educational Research.

Kassotakis, M. / Verdis, A. (2013). Shadow education in Greece: Characteristics, consequences and eradication efforts. In: M. Bray, A. E. Mazawi, R. G. Sultana (eds.), Private tutoring across the Mediterranean (pp. 93–114). Rotterdam: Euro-Mediterranean Centre for Educational Research.

Kij, K. (2013). An appeal for more research on individual language guidance. Glottodidactica, 40 (1). 155–165. DOI: org/10.14746/gl.2013.40.1.12.

Koenen, A. K. / Dochy, F. / Berghmans, I. (2015). A phenomenographic analysis of the implementation of competence-based education in higher education. Teaching and Teacher Education, 50. 1–12. DOI: 10.1016/j.tate.2015.04.001.

Kyriacou, C. / Coulthard, M. (2000). Undergraduates’ views of teaching as a career choice. Journal of Education for Teaching, 26. 117–126. DOI: 10.1080/02607470050127036.

Larsen-Freeman, D. / Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.

Lee, B. (2010). The pre-university English-educational background of college freshmen in a foreign language program: A tale of diverse private education and English proficiency. Asia Pacific Education Review, 5. 69–82. DOI: 10.1007/s12564-010-9079-z.

Lepper, M. R. / Chabay, R. W. (1988). Socializing the intelligent tutor: Bringing empathy to computer tutors. In: H. Mandl, A. Lesgold (eds.), Learning issues for intelligent tutoring systems (pp. 242–267). New York: Springer.

Lesh, R. A. / Kelly, A. E. (1997). Teachers’ evolving conceptions of one-to-one tutoring: A three-tiered teaching experiment. Journal for Research in Mathematics Education, 28. 398–430. DOI:10.2307/74968.

Marton, F. (1981). Phenomenography – describing conceptions of the world around us. Instructional Science, 10 (2). 177–200. DOI: 10.1007/BF00132516.

Marton, F. (1986). Phenomenography – A research approach to investigating different understandings of reality. Journal of Thought, 21 (3). 28–49.

Marton, F. / Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.

McArthur, D. / Stasz, C. / Zmuidzinas, M. (1990). Tutoring techniques in algebra. Cognition and Instruction, 7 (3). 197–244. DOI: 10.1207/s1532690xci0703_2.

Merrill, D. C. / Reiser, B. J. / Merrill, S. K. / Landes, S. (1995). Tutoring: guided learning by doing. Cognition and Instruction, 13 (3). 315–372. DOI: 10.1207/s1532690xci1303_1.

Merrill, D. C. / Reiser, B. J. / Ranney, M. / Trafton, J. G. (1992). Effective tutoring techniques: A comparison of human tutors and intelligent tutoring systems. The Journal of the Learning Sciences, 2 (3). 277–305. DOI: 10.1207/s15327809jls0203_2.

Mori, I. / Baker, D. P. (2010). The origin of universal shadow education: What the supplemental education phenomenon tells us about the postmodern institution of education. Asia Pacific Education Review, 11 (1). 36–48. DOI: 10.1007/s12564-009-9057-5.

Osborne, P. (2005). Teaching English one-to-one. London: Modern English Publishing.

Putkiewicz, E. (2005). Korepetycje – szara strefa edukacji [Private Tutoring – a Grey Zone of Education] Warszawa: Instytut Spraw Publicznych.

Rumyantseva, N. L. (2005). Taxonomy of corruption in higher education. Peabody Journal of Education, 80 (1). 81–92. DOI: 10.1207/S15327930pje8001_5.

Sandy, W. (2018). Students’ perspectives on buying private tuition services. International Journal of Research Studies in Education, 7 (2). 105–119. DOI: 10.5861/ijrse.2017.1789.

Stastny, V. (2016). Private supplementary tutoring in the Czech Republic. European Education 48 (1). 1–22. DOI: org/10.1080/10564934.2016.1147006.

Stevenson, D. L. / Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97 (6). 1639–1657. DOI: 10.1086/229942.

Tansel, A. / Bircan, F. (2004). Private tutoring expenditures in Turkey. Discussion paper 2004/13, Turkish Economic Association. http://www.tek.org.tr/dosyalar/A-TANSEL-MAY-04.pdf [access: 5.02.2018].

Tansel, A. (2013). Private tutoring and inequitable opportunities in Turkey: Challenges and policy implications. In: M. Bray, A. E. Mazawi, R. G. Sultana (eds.), Private tutoring across the Mediterranean (pp. 177–186). Rotterdam: Euro-Mediterranean Centre for Educational Research.

Walkerdine, V. / Bansei, P. (2010). Neoliberalism, work and subjectivity: Towards a more complex account. In: M. Wetherell, C. T. Mohanty (eds.), The Sage handbook of identities (pp. 492–507). Los Angeles: Sage.

Wilberg, P. (1987). One to one: A teacher’s handbook. London: Language Teaching Publications.

Yung, K. W. H. / Bray, M. (2017). Shadow education: Features, expansion and implications. In: T. K. C. Tse, M. Lee (eds.), Making sense of education in post-handover Hong Kong. Achievements and challenges (pp. 95–111). London: Routledge.

Yung, K. (2015). Learning English in the shadows: Understanding Chinese learners’ experiences of private tutoring. TESOL Quarterly, 49 (4). 707–732. DOI: 0.1002/tesq.193.

Zhan, S. / Bray, M. / Wang, D. / Lykins, C. / Kwo, O. (2013). The effectiveness of private tutoring: Students’ perceptions in comparison with mainstream schooling in Hong Kong. Asia Pacific Education Review, 14. 495–509. DOI: 10.1007/s12564-013-9276-7.