Investigating the Perception of Student Teachers in Hong Kong Towards Peer-Editing

Autor/in	Chong, Kelvin KaYu
Titel	Investigating the Perception of Student Teachers in Hong Kong Towards Peer-Editing
Quelle	In: English Language Teaching, 3 (2010) 1, S.53-59 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Student Teacher Attitudes; English Teachers; Peer Evaluation; Editing; Secondary Education; Hypothesis Testing; Resistance (Psychology); Surveys; Bias; Locus of Control; Social Influences; Teaching Methods; Class Size; Power Structure; Knowledge Level; Trust (Psychology); Hong Kong + Suchen Sie Ihr Suchwort? Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Redaktion; Textbearbeitung; Sekundarbereich; Hypothesenprüfung; Hypothesentest; Resistenz; Survey; Umfrage; Befragung; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengröße; Wissensbasis; Hongkong
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01