ABSTRACT

Over the past two decades, as in many countries, the use of private tutoring (‘shadow education’) has increased substantially in the Netherlands. Educators and policy makers are raising questions regarding the role that shadow education may play in relation to the traditional configuration of the home and school being assigned the responsibility for children’s education. In five mixed focus groups (n = 43), the authors explored what key players – teachers, parents and tutors – consider to be their own and each other’s pedagogical and educational responsibilities. Results show that two related tensions arise during role allocation: first, the normative question of whether a tripartite configuration which includes tutoring should be accepted or defied; and, second, concerns about tutoring not being equally accessible to students from all social classes. The study indicates that stakeholders’ explication of mutual perspectives on individual and shared roles may yield new schemes of cooperation that are based on collaborative responsibility, rather than competition about individual responsibilities, for student learning.

摘要

在过去的二十年里，与许多国家一样，私人补习（“影子教育”）的使用在荷兰大幅增加。教育工作者和政策制定者提出了关于影子教育在家庭和学校的传统结构中可能扮演的角色的问题，这些家庭和学校被赋予了儿童教育的责任。在五个混合焦点小组（n= 43），作者探讨了主要参与者——教师、家长和导师——认为他们自己以及彼此的教学和教育责任。结果表明，在角色分配过程中出现了两个相关的张力：首先，是否应该接受或拒绝包括辅导在内的三方配置的规范性问题；其次，担心所有社会阶层的学生都无法平等地接受辅导。该研究表明，利益相关者对个人和共享角色的相互观点的解释可能会产生基于协作责任的新合作计划，而不是关于个人责任的竞争，以促进学生学习。