Male pre-service teachers: navigating masculinities on campus and on placement.
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| Title: | Male pre-service teachers: navigating masculinities on campus and on placement. |
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| Authors: | Eldred, Lucy1 l.r.eldred@leedsbeckett.ac.uk, Gough, Brendan1, Glazzard, Jonathan1 |
| Source: | Gender & Education. Oct2022, Vol. 34 Issue 7, p755-769. 15p. 1 Chart. |
| Subject Terms: | *Masculinity, *Education research, *Student teachers, *Male primary school teachers, *Primary education, Stereotypes |
| Geographic Terms: | United Kingdom |
| Abstract: | This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were training to teach children aged 5–11 years were recruited. Interviews took place pre-and-post their seven-week practicum within primary schools, relating to their experiences of masculinity within their course and practicum. Participants kept a solicited diary for the duration of the practicum. Using thematic analysis, we highlight how participants were both subject to and complicit in the (re)production of gendered stereotypes. Findings evidenced the participants' awareness of gendered assumptions placed upon them; however, this did not necessarily predicate their rejection of such positions, suggesting male and female teachers share responsibility for largely maintaining current hegemonic constructions of masculinities within schools. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were training to teach children aged 5–11 years were recruited. Interviews took place pre-and-post their seven-week practicum within primary schools, relating to their experiences of masculinity within their course and practicum. Participants kept a solicited diary for the duration of the practicum. Using thematic analysis, we highlight how participants were both subject to and complicit in the (re)production of gendered stereotypes. Findings evidenced the participants' awareness of gendered assumptions placed upon them; however, this did not necessarily predicate their rejection of such positions, suggesting male and female teachers share responsibility for largely maintaining current hegemonic constructions of masculinities within schools. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09540253 |
| DOI: | 10.1080/09540253.2022.2078794 |
