Abstract

Assigning homework is a common practice of teachers internationally. However, we know little about teachers’ perceptions of the qualities of good homework. This article reports on the findings of a study that investigated teachers’ perceptions of good homework activities and their beliefs about homework’s effectiveness as a teaching and learning tool. Data were collected in two stages: a survey of 279 primary-school teachers; and follow-up interviews with 11 of the participants who completed the survey, including collecting samples of homework they assign. The first data source focused on teachers’ practices and beliefs about homework, while the second source provided more in-depth understanding of teachers’ beliefs in relation to their practices. The article presents the salient findings related to teachers’ perceptions of the qualities of good homework activities, as well as contextual factors that limit teachers’ ability to assign good homework. It includes practical implications for English-language teachers.

中文翻译：

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良好家庭作业活动的品质：教师的看法

摘要

布置家庭作业是国际教师的普遍做法。然而，我们对教师对良好家庭作业质量的看法知之甚少。本文报告了一项研究的结果，该研究调查了教师对良好家庭作业活动的看法以及他们对家庭作业作为教学工具有效性的看法。数据分两个阶段收集：对 279 名小学教师的调查；并对 11 名完成调查的参与者进行后续访谈，包括收集他们分配的家庭作业样本。第一个数据源侧重于教师对家庭作业的实践和信念，而第二个数据源则更深入地了解教师对其实践的信念。本文介绍了与教师对良好家庭作业活动质量的看法有关的突出发现，以及限制教师布置良好家庭作业能力的背景因素。它包括对英语教师的实际影响。