ABSTRACT

Shadow education (or private supplementary tutoring) has grown exponentially both as a phenomenon and an area of research. Based on a qualitative content analysis of international research on private tutoring published in the last four decades (1980–2018), this study explores how teachers and their teaching practices are represented in this literature and what such constructions mean for teacher professionalism. The findings reveal a variety of competing views about school teachers and the teaching profession, reflecting a partial and particular conception of the teaching profession. Influenced by the neoliberal logic, many of these projections portray teachers who participate in tutoring activities as corrupt or narrowly frame their work in terms of profit, competition, or entrepreneurship. Given that most of the reviewed research does not draw on teachers’ own perspectives, we call for more nuanced and multidimensional approaches to understanding teachers’ complicated roles and negotiations in this time of neoliberal globalisation.

摘要

影子教育（或私人补习）作为一种现象和研究领域都呈指数级增长。基于对过去四年（1980-2018 年）发表的国际课外辅导研究的定性内容分析，本研究探讨了教师及其教学实践如何在这些文献中得到体现，以及这些结构对教师专业化意味着什么。调查结果揭示了关于学校教师和教师职业的各种相互竞争的观点，反映了教师职业的局部和特殊概念。受新自由主义逻辑的影响，这些预测中的许多将参与辅导活动的教师描绘成腐败或狭隘地从利润、竞争或企业家精神方面界定他们的工作。