Název: Fenomén soukromého doučování pohledem společenskovědních disciplín a teorií
Variantní název:
- The phenomenon of private tutoring from the point of view of the social sciences and its theories
Zdrojový dokument: Studia paedagogica. 2015, roč. 20, č. 1, s. [45]-66
Rozsah
[45]-66
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2015-1-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/133655
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Intenzita akademického výzkumu fenoménu soukromého doučování jako stínového vzdělávacího systému v Evropě v posledním desetiletí neustále roste, kvalita výzkumných výstupů stejně jako míra jejich ukotvení v širších teoretických konceptech se však značně liší. Na tento komplexní fenomén je také možné nahlížet prizmatem různých vědních disciplín. Cílem studie je: 1) identifikovat a kriticky zhodnotit odborné příspěvky nahlížející na fenomén soukromého doučování prizmatem různých společenskovědních disciplín; 2) v pracích pohlížejících na soukromé doučování z pohledu sociologie vzdělávání z jistit, z jakých teorií se dosud při výzkumu soukromého doučování vycházelo a do jaké míry byly tyto teorie využity při interpretaci závěrů či formulaci hypotéz. Autor analyzoval 63 odborných recenzovaných příspěvků v anglickém, francouzském, německém a polském jazyce. Ve zkoumaném vzorku se objevily práce zabývající se fenoménem soukromého doučování z pohledu ekonomie, historie a psychologie, ve větší míře pak z pohledu sociologie vzdělávání. Pouze menšina z těchto příspěvků vychází z apriorně stanovených teoretických východisek. Teoretická východiska jsou ale v těchto pracích z pravidla funkčně využita k formulování hypotéz či interpretaci výsledků výzkumu. V novějších studiích je patrná snaha využitím modifikovaného Bronfenbrennerova konceptuálního rámce postihnout soukromé doučování holisticky za současného prosazování multidisciplinárního přístupu.
The intensity of the academic research of private tutoring as a shadow education system in Europe is growing in the last decade, but the quality of research outputs as well as their anchorage in broader theoretical concepts vary significantly. This complex phenomenon may also be viewed from different standpoints of various social sciences. The aim of the study is to 1) identify and review papers researching shadow education from various social sciences standpoints, 2) in sociological papers identify theories and concepts used in private tutoring research and evaluate their extent to the interpretation of conclusions or hypothesis formulation. The author analysed 63 peer-reviewed papers in English, French, German and Polish. In the sample were papers dealing with private tutoring phenomenon from the point of view of economy, history and psychology, and to a greater extent sociology of education. Only a minority of papers were explicitly based on theoretical concepts. On the other hand, these theoretical concepts are usually functionally used to formulate hypotheses and interpret the conclusions. The author also identified papers which apply modified Bronfenbrenner's conceptual framework seeking a holistic and multidisciplinary approach.
Note
Text je výstupem řešení projektu GA ČR: Vztahy mezi dovednostmi, vzděláváním a výsledky na trhu práce: longitudinální studie (číslo P402/12/G130). Autor děkuje za poskytnutou podporu.
Reference
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[2] Bray, M. (2009). Confronting the Shadow Education System: What Government Policies for What Private Tutoring? Paris: UNESCO.
[3] Bray, M. (2010a). Blurring Boundaries: The Growing Visibility, Evolving Forms and Complex Implications of Private Supplementary Tutoring, Orbis Scholae, 4(2), 61–73. | DOI 10.14712/23363177.2018.126
[4] Bray, M. (2010b). Researching Shadow Education: Methodological Challenges and Directions. Asia Pacific Education Review, 11(1), 3–13. | DOI 10.1007/s12564-009-9056-6
[5] Bray, M. (2011). The Challenge of Shadow Education: Private Tutoring and its Implications for Policy Makers in the European Union. Brusel: NESSE.
[6] Bray, M., & Kwok, P. (2003). Demand for Private Supplementary Tutoring: Conceptual Considerations, and Socio-economic Patterns in Hong Kong. Economics of Education Review, 22(6), 611–620. | DOI 10.1016/S0272-7757(03)00032-3
[7] Bray, M., & Lykins, C. (2012). Shadow Education: Private Tutoring and its Implications for Policy Makers in Asia. Hong Kong: Comparative Education Research Center (CERC) and Asian Development Bank.
[8] Bray, M., Mazawi, A. E., & Sultana, R. G. (Eds.). (2013). Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity. Rotterdam: Sense Publishers.
[9] Breen, R. (2009). Game Theory. In P. Hedström & P. Bearman (Eds.), The Oxford Handbook of Analytical Sociology. Oxford: University Press.
[10] Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Design and Nature. Cambridge, MA: Harvard University Press.
[11] Bronfenbrenner, U. (1994). Ecological Models of Human Development. In International Encyclopedia of Education. Oxford: Elsevier.
[12] Campani, G. (2013). Private Tutoring in Italy. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private Tutoring Across the Mediterranean (s. 115–128). Rotterdam: Sense Publishers.
[13] Coleman, J. S. (1988). Social Capital in the Creation of Human Capital. American Journal of Sociology, 94(1), 95–120. | DOI 10.1086/228943
[14] Dang, H. A. (2007). The determinants and impact of private tutoring classes in Vietnam. Economics of Education Review, 26(6), 684–699.
[15] Dang, H. A., & Rogers, F. H. (2008). The Growing Phenomenon of Private Tutoring: Does it Deepen Human Capital, Widen Inequalities, or Waste Resources? The World Bank Research Observer, 23(2), 161–200.
[16] Długosz, P. (2012). Korepetycje maturzystów pogranicza w latach 2008–2011. Kultura i edukacja, 88(2), 88–106.
[17] Dvořák, D. (2013). Nový institucionalismus v pedagogice. Studia paedagogica, 17(2), 9–26.
[18] Fulton, H. L. (2003). Private Tutoring in Scotland: The Example of Mure of Caldwell. Eighteenth-Century Life, 27(3), 53–69. | DOI 10.1215/00982601-27-3-53
[19] Giddens, A., & Sutton, P. (2013). Sociologie. Praha: Argo.
[20] Greger, D. (2006). Vzdělanostní nerovnosti v teoretické reflexi. In P. Matějů & J. Straková (Eds.), Nerovné šance na vzdělání: Vzdělanostní nerovnosti v České republice (s. 21–40). Praha: Academia.
[21] Guill, K., & Spinath, B. (Eds.). (2014). Effects of Private Tutoring [Special Issue]. Journal for Educational Research Online, 6(1).
[22] Havlík, R., & Koťa, J. (2007). Sociologie výchovy a školy. Praha: Portál.
[23] Ireson, J., & Rushforth, K. (2011). Private Tutoring at Transition Points in the English Education System: Its Nature, Extent and Purpose. Research Papers in Education, 26(1), 1–19. | DOI 10.1080/02671520903191170
[24] Ireson, J., & Rushforth, K. (2014). Why Do Parents Employ Private Tutors for Their Children? Exploring Psychological Factors that Influence Demand in England. Journal for Educational Research Online, 6(1), 12–33.
[25] Jandourek, J. (2012). Slovník sociologických pojmů. Praha: Grada.
[26] Ježková, V., Dvořák, D., & Chapman, C. et al. (2009). Školní vzdělávání ve Velké Británii. Praha: Karolinum.
[27] Jokić, B. (Ed.). (2013). Emerging from the Shadow: A Comparative Qualitative Exploration of Private Tutoring in Eurasia. Zagreb: NEPC.
[28] Kim, J. H. (2007). A Game Theoretical Approach to Private Tutoring in South Korea. Seoul: Yonsei University.
[29] Lamprianou, I., & Lamprianou, T. A. (2013). Charting Private Tutoring in Cyprus: A Sociodemographic Perspective. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private Tutoring Across the Mediterranean (s. 29–56). Rotterdam: Sense Publishers.
[30] Linhart, J., Vodáková, A., & Petrusek, M. (1996). Velký sociologický slovník. Praha: Karolinum.
[31] Luplow, N., & Schneider, T. (2014). Nutzung und Effektivität von privat bezahlter Nachhilfe im Primarbereich. Zeitschrift für Soziologie, 43(1), 31–49.
[32] Miltová, A., Petrusek, M., & Vodáková, A. (2000). Sociologické školy, směry, paradigmata. Praha: Sociologické nakladatelství.
[33] Mischo, C. (2014). Discussion: Private Tutoring from Bronfenbrenner's Perspective. Journal for Educational Research Online, 6(1), 117–123.
[34] Nawrot-Borowska, M. (2010). Korepetytor w nauczaniu domowym na ziemiach polskich doby zaborów. Biuletyn Historii Wychowania, 25, 83–101.
[35] Růžička, M., & Vašát, P. (2011). Základní koncepty Pierra Bourdieu: pole–kapitál–habitus. AntropoWebzin, 7(2), 129–133.
[36] Sadovnik, A. R. (2007). Theory and Research in the Sociology of Education. In A. Sadovnik (Ed.), Sociology of Education: A Critical Reader (s. 3–21). Michigan: Routledge.
[37] Schneider, T. (2004). Nachhilfe als Strategie zur Verwirklichung von Bildungszielen. Eine empirische Untersuchung mit Daten des Sozioökonomischen Panels (SOEP). Berlin: Deutsches Institut für Wirtschaftsforschung.
[38] Siisiäinen, M. (2003). Two Concepts of Social Capital: Bourdieu vs. Putnam. International Journal of Contemporary Sociology, 40(2), 183–204.
[39] Silova, I., Budiene, V., & Bray, M. (Eds.). (2006). Education in a Hidden Marketplace: Monitoring of Private Tutoring. Budapest: Education Support Program (ESP) of the Open Society Institute.
[40] Silova, I. (Ed.). (2009). Private Supplementary Tutoring in Central Asia: New Opportunities and Burdens. Paříž: International Institute for Educational Planning.
[41] Smyth, E. (2009). Buying Your Way Into College? Private Tuition and the Transition to Higher Education in Ireland. Oxford Review of Education, 35(1), 1–22. | DOI 10.1080/03054980801981426
[42] Stevenson, D. L., & Baker, D. P. (1992). Shadow Education and Allocation in Formal Schooling: Transition to University in Japan. American Journal of Sociology, 97(6), 1639–1657. | DOI 10.1086/229942
[43] Sullivan, A. (2002). Bourdieu and Education: How Useful is Bourdieu's Theory for Researchers? Netherlands Journal of Social Sciences, 38(2), 144–166.
[44] Šubrt, J. (2001). Postavy a problémy soudobé teoretické sociologie: sociologické teorie druhé poloviny 20. století. Praha: ISV.
[45] Tok, T. N. (2013). The Shadow Education System: Private Courses. International Journal of Social Sciences & Education, 3(3), 619–634.
[46] Wiseman, A., Astiz, M. F., & Baker, D. (2013). Globalization and Comparative Education Research: Misconceptions and Applications of Neo-institutional Theory. Journal of Supranational Policies of Education, (1), 31–52.
[47] Yu, H., & Ding, X. (2011). How to Get Out of the Prisoners' Dilemma: Educational Resource Allocation and Private Tutoring. Frontiers of Education in China, 6(2), 279–292. | DOI 10.1007/s11516-011-0132-4
[2] Bray, M. (2009). Confronting the Shadow Education System: What Government Policies for What Private Tutoring? Paris: UNESCO.
[3] Bray, M. (2010a). Blurring Boundaries: The Growing Visibility, Evolving Forms and Complex Implications of Private Supplementary Tutoring, Orbis Scholae, 4(2), 61–73. | DOI 10.14712/23363177.2018.126
[4] Bray, M. (2010b). Researching Shadow Education: Methodological Challenges and Directions. Asia Pacific Education Review, 11(1), 3–13. | DOI 10.1007/s12564-009-9056-6
[5] Bray, M. (2011). The Challenge of Shadow Education: Private Tutoring and its Implications for Policy Makers in the European Union. Brusel: NESSE.
[6] Bray, M., & Kwok, P. (2003). Demand for Private Supplementary Tutoring: Conceptual Considerations, and Socio-economic Patterns in Hong Kong. Economics of Education Review, 22(6), 611–620. | DOI 10.1016/S0272-7757(03)00032-3
[7] Bray, M., & Lykins, C. (2012). Shadow Education: Private Tutoring and its Implications for Policy Makers in Asia. Hong Kong: Comparative Education Research Center (CERC) and Asian Development Bank.
[8] Bray, M., Mazawi, A. E., & Sultana, R. G. (Eds.). (2013). Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity. Rotterdam: Sense Publishers.
[9] Breen, R. (2009). Game Theory. In P. Hedström & P. Bearman (Eds.), The Oxford Handbook of Analytical Sociology. Oxford: University Press.
[10] Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Design and Nature. Cambridge, MA: Harvard University Press.
[11] Bronfenbrenner, U. (1994). Ecological Models of Human Development. In International Encyclopedia of Education. Oxford: Elsevier.
[12] Campani, G. (2013). Private Tutoring in Italy. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private Tutoring Across the Mediterranean (s. 115–128). Rotterdam: Sense Publishers.
[13] Coleman, J. S. (1988). Social Capital in the Creation of Human Capital. American Journal of Sociology, 94(1), 95–120. | DOI 10.1086/228943
[14] Dang, H. A. (2007). The determinants and impact of private tutoring classes in Vietnam. Economics of Education Review, 26(6), 684–699.
[15] Dang, H. A., & Rogers, F. H. (2008). The Growing Phenomenon of Private Tutoring: Does it Deepen Human Capital, Widen Inequalities, or Waste Resources? The World Bank Research Observer, 23(2), 161–200.
[16] Długosz, P. (2012). Korepetycje maturzystów pogranicza w latach 2008–2011. Kultura i edukacja, 88(2), 88–106.
[17] Dvořák, D. (2013). Nový institucionalismus v pedagogice. Studia paedagogica, 17(2), 9–26.
[18] Fulton, H. L. (2003). Private Tutoring in Scotland: The Example of Mure of Caldwell. Eighteenth-Century Life, 27(3), 53–69. | DOI 10.1215/00982601-27-3-53
[19] Giddens, A., & Sutton, P. (2013). Sociologie. Praha: Argo.
[20] Greger, D. (2006). Vzdělanostní nerovnosti v teoretické reflexi. In P. Matějů & J. Straková (Eds.), Nerovné šance na vzdělání: Vzdělanostní nerovnosti v České republice (s. 21–40). Praha: Academia.
[21] Guill, K., & Spinath, B. (Eds.). (2014). Effects of Private Tutoring [Special Issue]. Journal for Educational Research Online, 6(1).
[22] Havlík, R., & Koťa, J. (2007). Sociologie výchovy a školy. Praha: Portál.
[23] Ireson, J., & Rushforth, K. (2011). Private Tutoring at Transition Points in the English Education System: Its Nature, Extent and Purpose. Research Papers in Education, 26(1), 1–19. | DOI 10.1080/02671520903191170
[24] Ireson, J., & Rushforth, K. (2014). Why Do Parents Employ Private Tutors for Their Children? Exploring Psychological Factors that Influence Demand in England. Journal for Educational Research Online, 6(1), 12–33.
[25] Jandourek, J. (2012). Slovník sociologických pojmů. Praha: Grada.
[26] Ježková, V., Dvořák, D., & Chapman, C. et al. (2009). Školní vzdělávání ve Velké Británii. Praha: Karolinum.
[27] Jokić, B. (Ed.). (2013). Emerging from the Shadow: A Comparative Qualitative Exploration of Private Tutoring in Eurasia. Zagreb: NEPC.
[28] Kim, J. H. (2007). A Game Theoretical Approach to Private Tutoring in South Korea. Seoul: Yonsei University.
[29] Lamprianou, I., & Lamprianou, T. A. (2013). Charting Private Tutoring in Cyprus: A Sociodemographic Perspective. In M. Bray, A. Mazawi, & R. Sultana (Eds.), Private Tutoring Across the Mediterranean (s. 29–56). Rotterdam: Sense Publishers.
[30] Linhart, J., Vodáková, A., & Petrusek, M. (1996). Velký sociologický slovník. Praha: Karolinum.
[31] Luplow, N., & Schneider, T. (2014). Nutzung und Effektivität von privat bezahlter Nachhilfe im Primarbereich. Zeitschrift für Soziologie, 43(1), 31–49.
[32] Miltová, A., Petrusek, M., & Vodáková, A. (2000). Sociologické školy, směry, paradigmata. Praha: Sociologické nakladatelství.
[33] Mischo, C. (2014). Discussion: Private Tutoring from Bronfenbrenner's Perspective. Journal for Educational Research Online, 6(1), 117–123.
[34] Nawrot-Borowska, M. (2010). Korepetytor w nauczaniu domowym na ziemiach polskich doby zaborów. Biuletyn Historii Wychowania, 25, 83–101.
[35] Růžička, M., & Vašát, P. (2011). Základní koncepty Pierra Bourdieu: pole–kapitál–habitus. AntropoWebzin, 7(2), 129–133.
[36] Sadovnik, A. R. (2007). Theory and Research in the Sociology of Education. In A. Sadovnik (Ed.), Sociology of Education: A Critical Reader (s. 3–21). Michigan: Routledge.
[37] Schneider, T. (2004). Nachhilfe als Strategie zur Verwirklichung von Bildungszielen. Eine empirische Untersuchung mit Daten des Sozioökonomischen Panels (SOEP). Berlin: Deutsches Institut für Wirtschaftsforschung.
[38] Siisiäinen, M. (2003). Two Concepts of Social Capital: Bourdieu vs. Putnam. International Journal of Contemporary Sociology, 40(2), 183–204.
[39] Silova, I., Budiene, V., & Bray, M. (Eds.). (2006). Education in a Hidden Marketplace: Monitoring of Private Tutoring. Budapest: Education Support Program (ESP) of the Open Society Institute.
[40] Silova, I. (Ed.). (2009). Private Supplementary Tutoring in Central Asia: New Opportunities and Burdens. Paříž: International Institute for Educational Planning.
[41] Smyth, E. (2009). Buying Your Way Into College? Private Tuition and the Transition to Higher Education in Ireland. Oxford Review of Education, 35(1), 1–22. | DOI 10.1080/03054980801981426
[42] Stevenson, D. L., & Baker, D. P. (1992). Shadow Education and Allocation in Formal Schooling: Transition to University in Japan. American Journal of Sociology, 97(6), 1639–1657. | DOI 10.1086/229942
[43] Sullivan, A. (2002). Bourdieu and Education: How Useful is Bourdieu's Theory for Researchers? Netherlands Journal of Social Sciences, 38(2), 144–166.
[44] Šubrt, J. (2001). Postavy a problémy soudobé teoretické sociologie: sociologické teorie druhé poloviny 20. století. Praha: ISV.
[45] Tok, T. N. (2013). The Shadow Education System: Private Courses. International Journal of Social Sciences & Education, 3(3), 619–634.
[46] Wiseman, A., Astiz, M. F., & Baker, D. (2013). Globalization and Comparative Education Research: Misconceptions and Applications of Neo-institutional Theory. Journal of Supranational Policies of Education, (1), 31–52.
[47] Yu, H., & Ding, X. (2011). How to Get Out of the Prisoners' Dilemma: Educational Resource Allocation and Private Tutoring. Frontiers of Education in China, 6(2), 279–292. | DOI 10.1007/s11516-011-0132-4