What Is Homework For? Hong Kong Primary School Teachers' Homework Conceptions.

IntroductionIt is generally accepted that student homework has the potential to extend the learning process commenced in the classroom by providing opportunities for practicing skills, increasing learning-task involvement, as well fostering selfdiscipline and responsibility (Epstein, 1988). Given its significance, there has been discussion in various education systems around the world with regard to appropriate homework load, assignment type, and purposes (Cooper, 2001; Eren & Henderson, 2011; Kralovec & Buell, 2000). Homework assigned to students at elementary or primary school levels is particularly worthy of attention so as to optimize the use of these young children's limited cognitive and physical capacity in managing take-home assignments. As teachers play a crucial role in homework design and implementation, there is a need to understand their views and thinking so as to prepare new educators for these important tasks.It is the focus of this study to examine the homework conceptions of Chinese primary school teachers in Hong Kong. This specific education system provides an intriguing context for homework research with respect to changing cultural and societal demands. On one hand, Chinese children in Hong Kong and elsewhere spend a substantial amount of time on school-related assignments every day (Chen & Stevenson, 1989; Dandy & Nettlebeck, 2002; Tam, 2009). Their heavy engagement in homework stems from the traditional Chinese culture that is achievement-oriented and puts an emphasis on intensive drilling and practice (Salili, Zhou, & Hoosain, 2003). On the other hand, education reform in Hong Kong highlights the proper role of homework for meeting the challenges of the 21st century. Schools are urged to set meaningful homework assignments and to regulate the frequency and amount to keep students inspired and wanting to do homework (Curriculum Development Council, 2002). This tension between traditional values and practices versus changing societal demands-which is also encountered in other education systems that experience rapid transformation-has to be resolved at the system, school, and classroom levels. This study on Hong Kong teachers' conceptions elucidates the views and beliefs behind the design and use of homework assignments. It also makes an attempt to examine how these teacher cognitions relate to one of the attributes reflecting teaching performance and outcomes, namely teacher efficacy. This attribute refers to the belief teachers hold about their individual capacity to teach effectively and to influence student learning (Klassen, Tze, Betts, & Gordon, 2011). It is of specific interest to explore how teachers' views on the purposes of homework and preference for assignment type and load are linked to efficacy belief on teaching. The findings of this study will inform teacher education programs in Hong Kong and elsewhere on developing novice teachers' capacity on the design and use of homework. There is also the potential for this study to enlighten policymakers and school administrators about teachers' homework conceptions when planning for curriculum changes and innovations that involve student work and assignments.Teachers' Homework ConceptionsTeachers' beliefs and perceptions are important factors affecting instructional practices and student achievement (Fang, 1996; Stevens & Vermeersch, 2010). Among various conceptualizations of cognitions, teachers' conceptions refer to how they think about or perceive the nature and purpose of an educational process and practice (Thompson, 1992). Previous research on teachers' conceptions has examined views on specific academic subjects (Yilmaz, 2008), language competence (Baleghizadeh & Shahri, 2014), student assessment (Brown, Lake, & Matters, 2011; Segers & Tillema, 2011), and teachers' professional roles (Swann, McIntyre, Pell, Hargreaves, & Cunningham, 2010). These studies on teachers' cognitions are useful in providing an understanding of the function and structure of beliefs as well as in interpreting the nature of the relationship between beliefs and professional practices (Thompson, 1992). …