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Autor/inn/en | Luo, Jiahui; Forbes, Karen |
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Titel | 'It's a Plus Rather than a Must': Perspectives of Mainstream Teachers in China on the Influence of Advertised Educational Ethos in Supplementary English Education |
Quelle | In: Compare: A Journal of Comparative and International Education, 51 (2021) 6, S.824-842 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Luo, Jiahui) ORCID (Forbes, Karen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7925 |
DOI | 10.1080/03057925.2019.1681937 |
Schlagwörter | Foreign Countries; Teacher Attitudes; Supplementary Education; Elementary School Teachers; Advertising; English (Second Language); Second Language Instruction; Elementary School Students; Tutoring; Proprietary Schools; Language Teachers; China Ausland; Lehrerverhalten; Ergänzungsunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Werbung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Förderkonzept; Nachhilfeunterricht; Language teacher; Sprachunterricht |
Abstract | The recent upsurge of supplementary education has brought something attention-grabbing to the mediascape in China -- educational ethos, inclusive of pedagogies and teaching ideals, is being widely marketed and increasingly used as a benchmark of 'quality' in education. This study explores the ways in which educational ethos in China is advertised by companies providing supplementary English education for elementary school students (SEEE), and investigates how mainstream teachers perceive the influence of the ethos on mainstream schooling. Ethos was first mapped out through investigation of 10 leading SEEE companies' websites, and 6 mainstream teachers were subsequently interviewed. A schematic paradigm was created to capture advertised ethos which indicates bottom-up educational development towards more interactive and practical English education in China. Interview findings identify three key levels of influence on mainstream schooling: (1) institutional, including accelerating pedagogical reforms; (2) interpersonal, such as increasing teacher--parent tension, and; (3) individual views on language education. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |