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- Publisher Website: 10.1007/s40299-018-0391-4
- Scopus: eid_2-s2.0-85053219319
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Article: Standardized Homework Practices and Teacher Autonomy: Experiences of Primary English Language Teachers in Hong Kong
Title | Standardized Homework Practices and Teacher Autonomy: Experiences of Primary English Language Teachers in Hong Kong |
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Authors | |
Keywords | Hierarchical decision-making structures Homework practices Primary school teachers’ homework practices Standardized practices Teacher autonomy |
Issue Date | 2018 |
Publisher | Springer. The Journal's web site is located at http://www.springer.com/education+%26+language/journal/40299 |
Citation | The Asia-Pacific Education Researcher, 2018, v. 27, p. 345-354 How to Cite? |
Abstract | Homework is an important and commonly expected part of students’ out-of-class learning internationally; however, homework practices as experienced by teachers are little understood. This study draws on the experiences of two English language teachers working in primary schools in Hong Kong to explore how standardized homework practices affect their teacher autonomy, an integral part of teacher professionalism and an essential factor underlying teachers’ professional practice. Data were collected through in-depth interviews with two teachers and samples of students’ homework the participants assigned. Analysis of the data revealed that standardized homework practices do affect the teachers’ autonomy. However, they affected the two teachers differently, with one teacher feeling suffocated and unable to be the kind of teacher she wanted to be, while the other saw the practices as normal and part of her role to deliver the homework as prescribed. The data suggest that these differences can be attributed to the teachers’ professional beliefs about their schools’ standardized homework practices and their role as a teacher. Aspects of the teachers’ teaching experiences, own educational experiences, professional development, and cultural norms were explored to justify the effect of the practice on their autonomy. The article concludes with practical implications and a call for more research to be conducted on teachers’ homework practices, which are widespread yet under-researched. |
Persistent Identifier | http://hdl.handle.net/10722/256396 |
ISSN | 2023 Impact Factor: 3.6 2023 SCImago Journal Rankings: 1.122 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Moorhouse, BL | - |
dc.date.accessioned | 2018-07-20T06:33:59Z | - |
dc.date.available | 2018-07-20T06:33:59Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | The Asia-Pacific Education Researcher, 2018, v. 27, p. 345-354 | - |
dc.identifier.issn | 0119-5646 | - |
dc.identifier.uri | http://hdl.handle.net/10722/256396 | - |
dc.description.abstract | Homework is an important and commonly expected part of students’ out-of-class learning internationally; however, homework practices as experienced by teachers are little understood. This study draws on the experiences of two English language teachers working in primary schools in Hong Kong to explore how standardized homework practices affect their teacher autonomy, an integral part of teacher professionalism and an essential factor underlying teachers’ professional practice. Data were collected through in-depth interviews with two teachers and samples of students’ homework the participants assigned. Analysis of the data revealed that standardized homework practices do affect the teachers’ autonomy. However, they affected the two teachers differently, with one teacher feeling suffocated and unable to be the kind of teacher she wanted to be, while the other saw the practices as normal and part of her role to deliver the homework as prescribed. The data suggest that these differences can be attributed to the teachers’ professional beliefs about their schools’ standardized homework practices and their role as a teacher. Aspects of the teachers’ teaching experiences, own educational experiences, professional development, and cultural norms were explored to justify the effect of the practice on their autonomy. The article concludes with practical implications and a call for more research to be conducted on teachers’ homework practices, which are widespread yet under-researched. | - |
dc.language | eng | - |
dc.publisher | Springer. The Journal's web site is located at http://www.springer.com/education+%26+language/journal/40299 | - |
dc.relation.ispartof | The Asia-Pacific Education Researcher | - |
dc.rights | The final publication is available at Springer via http://dx.doi.org/[insert DOI] | - |
dc.subject | Hierarchical decision-making structures | - |
dc.subject | Homework practices | - |
dc.subject | Primary school teachers’ homework practices | - |
dc.subject | Standardized practices | - |
dc.subject | Teacher autonomy | - |
dc.title | Standardized Homework Practices and Teacher Autonomy: Experiences of Primary English Language Teachers in Hong Kong | - |
dc.type | Article | - |
dc.identifier.email | Moorhouse, BL: benmoorh@hku.hk | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/s40299-018-0391-4 | - |
dc.identifier.scopus | eid_2-s2.0-85053219319 | - |
dc.identifier.hkuros | 286066 | - |
dc.identifier.volume | 27 | - |
dc.identifier.spage | 354 | - |
dc.identifier.epage | 345 | - |
dc.identifier.eissn | 2243-7908 | - |
dc.identifier.isi | WOS:000444746300001 | - |
dc.publisher.place | Singapore | - |
dc.identifier.issnl | 0119-5646 | - |