Bin HUA | Education University of Hong Kong (original) (raw)
A guest lecturer in Education University of Hong Kong with research interest in shadow education and teachers' professional development.
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Papers by Bin HUA
System, 2024
Despite the prevalence of English private tutoring (EPT) in EFL contexts, scant literature has fo... more Despite the prevalence of English private tutoring (EPT) in EFL contexts, scant literature has focused on its tutors' career experiences. This narrative study, underpinned by social cognitive career theory (SCCT), inquiries into the career trajectories of three EFL tutors in Mainland China. Data were mainly collected through three rounds of narrative interviews. Tutors' photos representing significant career moments supplemented the interview data. Based on their narratives, these participants experienced 'zigzag' career trajectories that featured frequent turnovers, lengthy work gaps, and identity shifts from institutional tutors to start-up owners. Informed by SCCT, this study unveils that tutors' career trajectories were shaped by their self-efficacy beliefs associated with personal attributes and prior experiences. Tutors' trajectories were also shaped by their outcome expectations from material and social perspectives, and contextual influences, including personal opportunities and barriers, institutional management, and socio-political factors like the ongoing 'Double Reduction' policy. These findings are discussed in order to inform other tutors to visualize and organize their career development within the context of policy constraints and, furthermore, offer implications for tutorial institutions to retain tutors for instructional consistency. This inquiry also demonstrates the potential to apply the SCCT model to understanding teachers' career development in the 'shadow education' context.
Asian Qualitative Inquiry Journal, 2022
The modernized private tutoring in China appeared in the 1990s and then grew at full speed to bec... more The modernized private tutoring in China appeared in the 1990s and then grew at full speed to become one of the world's most extensive shadow education systems. Since 2010, the industry has entered an era of deepening institutionalization and capitalization. This paper, through the narrative of an expert tutor, illuminates his experiences of tutoring and managing in this industry from 2010 to 2020 in Mainland China. The narrative was constructed through the tutor's chronological reflection, which was stimulated by various electronic files he produced during the tutoring period and his ongoing conversations with former colleagues. In making sense of his narrative, the researchers have discussed a neglected phenomenon, three shining points, six gray areas, and four developmental stages of shadow education to demonstrate the industry features and evolution. Through discussing these issues, this paper finds its originality in illustrating at a micro level the industry's operational mechanism, such as tutor training, curriculum, instruction, and after-class management, from a unique perspective of a tutoring practitioner and entrepreneur.
System, 2024
Despite the prevalence of English private tutoring (EPT) in EFL contexts, scant literature has fo... more Despite the prevalence of English private tutoring (EPT) in EFL contexts, scant literature has focused on its tutors' career experiences. This narrative study, underpinned by social cognitive career theory (SCCT), inquiries into the career trajectories of three EFL tutors in Mainland China. Data were mainly collected through three rounds of narrative interviews. Tutors' photos representing significant career moments supplemented the interview data. Based on their narratives, these participants experienced 'zigzag' career trajectories that featured frequent turnovers, lengthy work gaps, and identity shifts from institutional tutors to start-up owners. Informed by SCCT, this study unveils that tutors' career trajectories were shaped by their self-efficacy beliefs associated with personal attributes and prior experiences. Tutors' trajectories were also shaped by their outcome expectations from material and social perspectives, and contextual influences, including personal opportunities and barriers, institutional management, and socio-political factors like the ongoing 'Double Reduction' policy. These findings are discussed in order to inform other tutors to visualize and organize their career development within the context of policy constraints and, furthermore, offer implications for tutorial institutions to retain tutors for instructional consistency. This inquiry also demonstrates the potential to apply the SCCT model to understanding teachers' career development in the 'shadow education' context.
Asian Qualitative Inquiry Journal, 2022
The modernized private tutoring in China appeared in the 1990s and then grew at full speed to bec... more The modernized private tutoring in China appeared in the 1990s and then grew at full speed to become one of the world's most extensive shadow education systems. Since 2010, the industry has entered an era of deepening institutionalization and capitalization. This paper, through the narrative of an expert tutor, illuminates his experiences of tutoring and managing in this industry from 2010 to 2020 in Mainland China. The narrative was constructed through the tutor's chronological reflection, which was stimulated by various electronic files he produced during the tutoring period and his ongoing conversations with former colleagues. In making sense of his narrative, the researchers have discussed a neglected phenomenon, three shining points, six gray areas, and four developmental stages of shadow education to demonstrate the industry features and evolution. Through discussing these issues, this paper finds its originality in illustrating at a micro level the industry's operational mechanism, such as tutor training, curriculum, instruction, and after-class management, from a unique perspective of a tutoring practitioner and entrepreneur.