English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/27542 https://doi.org/10.14746/gl.2019.46.2.10 |
Resumo: | 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. |
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English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic studyEnglish private tutoringlanguage teachersteacher's conceptualisationsphenomenographyPrivate 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.Glottodidactica XLVI/22020-03-02T11:04:48Z2020-03-022019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/27542http://hdl.handle.net/10174/27542https://doi.org/10.14746/gl.2019.46.2.10enghttps://pressto.amu.edu.pl/index.php/gl/article/view/20745lspg@uevora.ptndndndnd229Guerra, LuisWerbinska, DorotaBozyigit, ElifEkiert, MalgorzataKose, Serhaninfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:23:03Zoai:dspace.uevora.pt:10174/27542Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:17:35.032795Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study |
title |
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study |
spellingShingle |
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study Guerra, Luis English private tutoring language teachers teacher's conceptualisations phenomenography |
title_short |
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study |
title_full |
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study |
title_fullStr |
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study |
title_full_unstemmed |
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study |
title_sort |
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study |
author |
Guerra, Luis |
author_facet |
Guerra, Luis Werbinska, Dorota Bozyigit, Elif Ekiert, Malgorzata Kose, Serhan |
author_role |
author |
author2 |
Werbinska, Dorota Bozyigit, Elif Ekiert, Malgorzata Kose, Serhan |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Guerra, Luis Werbinska, Dorota Bozyigit, Elif Ekiert, Malgorzata Kose, Serhan |
dc.subject.por.fl_str_mv |
English private tutoring language teachers teacher's conceptualisations phenomenography |
topic |
English private tutoring language teachers teacher's conceptualisations phenomenography |
description |
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. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-01-01T00:00:00Z 2020-03-02T11:04:48Z 2020-03-02 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/27542 http://hdl.handle.net/10174/27542 https://doi.org/10.14746/gl.2019.46.2.10 |
url |
http://hdl.handle.net/10174/27542 https://doi.org/10.14746/gl.2019.46.2.10 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://pressto.amu.edu.pl/index.php/gl/article/view/20745 lspg@uevora.pt nd nd nd nd 229 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Glottodidactica XLVI/2 |
publisher.none.fl_str_mv |
Glottodidactica XLVI/2 |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136657761370112 |