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.
|Journal||Educational Research for Policy and Practice|
|Early online date||Aug 2015|
|Publication status||Published - Jun 2016|
CitationTrent, J. (2016). Constructing professional identities in shadow education: Perspectives of private supplementary educators in Hong Kong. Educational Research for Policy and Practice, 15(2), 115-130.
- Teacher identity
- Teacher education