##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Feb 24, 2021

Xiaoping Shi  

Abstract

In elementary and middle schools in China, core subject teachers serve as homeroom teachers in most classes. Nevertheless, some schools are beginning to try to use non-core subject teachers as homeroom teachers. A series of disputes have arisen over the non-core subject teacher serving as the homeroom teacher. Based on defining the concepts of the core subject, non-core subject, and homeroom teacher, this paper summarized the two viewpoints of whether core and non-core subject teachers can become homeroom teachers; and then discussed the role and the potential reasons of the non-core subject teacher as the homeroom teacher for being blocked, and some solutions are proposed. It is hoped to inject new vitality into the position of homeroom teacher by discussing this phenomenon.

Downloads

Download data is not yet available.

##plugins.themes.bootstrap3.article.details##

Keywords

Homeroom Teacher, Non-Core Subject, Core Subject, Class Management

References
Brott, P.E. & Myers, J.E. (1999). Development of professional school counselor identity. Professional School Counseling, 2(5): 339-348. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1059.5907&rep=rep1&type=pdf

Chen, X. (2014). A brief analysis of discrimination against physical education teachers. Sports Culture Guide, 2014(12):122-125. [Chinese] DOI: https://doi.org/10.3969/j.issn.1671-1572.2014.12.032

Fu, H. (2012). Research on the changes in elementary school homeroom teachers’ job responsibilities in China. Dissertation; Jiangxi Normal University. [Chinese] http://cdmd.cnki.com.cn/Article/CDMD-10414-1012519544.htm

Fu, Y. (2015). Elementary teachers can also be a good homeroom teacher. Journal of Educational Institute of Jilin Province (Mid), 31(11): 11-12. [Chinese] DOI: https://doi.org/10.16083/j.cnki.jeijp.2015.11.006

Gao, D. (2012). Can a non-core subject teacher be a homeroom teacher? Orient Today, 09-18 [Chinese] http://roll.sohu.com/20120918/n353389781.shtml

Hu, D. (2013). “Teaching people tirelessly” or “destroying others tirelessly”: Reflections on the training goals of 13 well-known elementary schools. Education Research Monthly, 2013(1): 74-78. [Chinese] DOI: https://doi.org/10.16477/j.cnki.issn1674-2311.2013.01.016

Hu, Y. (2017). The exploration and practice of the “dual homeroom teacher system.” Hebei Education: Moral Education Edition, 55(Z1): 65. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-HJDY2017Z1058.htm

Hu, Y. (2019). “The confusion of homeroom teacher” reflects prejudice in education. Beijing Daily, 11-27(016). [Chinese] https://doi.org/10.28033/n.cnki.nbjrb.2019.000210

Lai, Z. (2014). Broaden the channels for homeroom teacher candidates: an analysis of the non-core subject teacher’s advantages as a homeroom. Primary School Times, 2014(16):14. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-XSDJ201416024.htm

Li, X. (2017). Empirical research on the competence of “non-core subject teacher” homeroom teacher: A case study of history teachers. Time Education, 2017(6):136. [Chinese] DOI: https://doi.org/10.3969/j.issn.1672-8181.2017.06.114

Wang, F. (2019). The cause and resolution of the embarrassing situation of “non-core subject” and “non-core subject” teachers. Educator, 2019(11):48-49. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-JYYR201911030.htm

Wang, T., & Wang, M. (2020). Diversified teams of homeroom teachers in Jiangsu. Sports teachers can also be good homeroom teachers. Xinhua Daily, 11-10 [Chinese] http://m.people.cn/n4/2020/1110/c3606-14548190.html

Yu, R. (2018). Analysis of the “non-core subjectivization” teaching model: How does a non-core subject teacher act as a homeroom teacher. Course Education Research, 2018(2):184-185. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-KCJY201802215.htm

Zhang, D. (2014). There is no “non-core subject” in primary education. Policy & Scientific Consult, 2014(10): 13. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-KXZK201410012.htm

Zhang, S. (2013). The misleading and disadvantages of the elementary school “non-core subject” paradox in my country. Theory and Practice of Education, 33(11):3-6. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-JYLL201311003.htm

Zhang, X. (2010). “Non-core subject” of junior high school class guarantee and quality survey: Based on the empirical research of 7 surveyed schools in Shanghai P.T. District. Dissertation; Shanghai: East China Normal University. [Chinese] http://cdmd.cnki.com.cn/Article/CDMD-10269-1011036792.htm

Zhao, L. (2016). Thinking and exploration of junior high school art teacher as homeroom teacher: Taking the ninth grade (6) class of Jiefang Middle School in Jiangnan District, Wuhan as an example. Dissertation; Wuhan: Central China Normal University, 2016. [Chinese] http://cdmd.cnki.com.cn/Article/CDMD-10511-1017262692.htm

Zhou, S. (2010). On the classroom discipline management of “non-core subject” teachers. Journal of Teaching and Management, 2010(7):32-33. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-JXGL201207013.htm
How to Cite
Shi, X. (2021). Can a Non-Core Subject Teacher Serve As a Homeroom Teacher? Discussion on the Dispute between Core and Non-Core Subject Teacher as Homeroom Teacher . Science Insights Education Frontiers, 8(1), 989-1000. https://doi.org/10.15354/sief.21.or003
Section
Original Article