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
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Published
Feb 24, 2021
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.
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Keywords
Homeroom Teacher, Non-Core Subject, Core Subject, Class Management
References
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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
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
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