Male teachers in Shanghai public kindergartens: a phenomenological study

Students' pre-service teachers' placements in preschool settings are an integral part of the educational process within the educational institutions. During their placement students receive art education and are invited to implement art-related programs. The aim of the study was to perceive the anxieties students face when engaging in practice of an art-based program and to record the in-service teachers' experiences from the collaboration with the students. The study was based on a mixed methodology that included a pre-intervention questionnaire on students' attitudes, event recording during implementation, post-implementation questionnaire and in-service teachers' interviews after the end of the program. Ethical procedures ensured that participants have given informed consent and their identities have been protected with the right to withdraw. The pre-intervention findings showed that the pre-service teachers felt inadequate for the implementation of the program because of the limited knowledge on the use of art in the educational process. The post-intervention results expose that pre-service teachers had a more enhanced understanding of art-based programs in practice, and felt more confident and capable of having in-service teachers' support and knowledge. The high-quality teaching and learning opportunities, support structures, and trust building are critical factors in strengthening pre-service teachers' skills. Links between studies and the reality of practice are discussed.

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“…The issue of male teachers has been discussed many times in terms of their relationship with both children and colleagues (Yang & McNair, 2019).…”

Section: Discussionmentioning

confidence: 99%

Can Trainee Early Years Teachers Implement Short Art-Based Intervention in Practice?

Karavida¹,

Charissi²,

Tympa³

2020

JSS

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“…The low social status of the 'caring' profession is further enhanced by the classed issue that early child care services were provided mainly for working class children whose parents were at work, and that carers were traditionally recruited from women of the 'lower' classes (Osgood 2005;Laere et al 2014). Usually accompanied by low pay scales and limited promotion spaces, EYEC as a 'caring' profession has long been socially and economically disadvantaged, a situation that persists in many European countries and in China (Laere et al 2014;Peeters, Rohrmann, and Emilsen 2015;Yang and McNair 2019).…”

Section: Eyec As a Gendered Workforcementioning

confidence: 99%

“…There are assumptions that EYEC being a 'feminized' community is detrimental to boys' gender development and wellbeing, in a sense that there is a paucity of male role models for boys (especially for those who lack a father figure at home) to learn about being a 'man' (Tennhoff, Nentwich and Vogot 2015). For example, in China, male practitioners are expected to rescue the 'crisis' of boys, who are criticized for a lack of masculinity and for being increasingly feminised (Xu and Waniganayake 2018;Yang and McNair 2019). Such expectations, however, fall into the problem of hegemonic gender essentialisation and gender binary in expecting all men to be the same and to be different from their opposite gender (women) (Blaise 2005;Warin 2019).…”

Section: Men In Eyec: What Are Their Contributions?mentioning

confidence: 99%

Gender-diverse practitioners in early years education and care (EYEC): a cross-cultural study of Scotland, Hong Kong, and Mainland China

2019

Early Years

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This paper discusses whether practitioners' gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men's participation can improve gender diversity in EYEC.It draws on poststructuralist theories, understanding gender as the product/outcome of the social formation of subjects and the process of subjectification. This is illustrated through accounts for how individual practitioners from Scotland, Hong Kong, and Mainland China discursively construct their gender subjectivities, in accordance with the respective cultural discourses that shape work with young children in EYEC in the three contexts. Thirty-four practitioners from 17 EYEC settings (1 male and 1 female practitioner from each setting) in the cities of Edinburgh, Hong Kong, and Tianjin were interviewed. The study finds that participant practitioners' constructions of gender subjectivities vary within and across contexts, and gender-binary discourses are to different extents prevalent in all three contexts. This paper argues for a cross-cultural approach to gendersensitive teacher training, to interrogate popular discourses that advocate for men to fulfil complementary roles in EYEC to women and to challenge gender binary thinking that persists in EYEC and beyond.

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“…What are the advantages and disadvantages of being the first male preschool teacher? (adapted from Yang & McNair, 2017) 3. As a male preschool teacher, do you think or feel that the behavior of students, teachers, administrators and parents towards you is different from that of female teachers?…”

Section: Data Collectionmentioning

confidence: 99%

“…Despite being less referred (e.g. Stroud, Smith, Ealy & Jurst 2006;Anliak & Beyazkurk 2008), being a male preschool teacher may provide some advantages such as priority in hiring to balance the gender inequality, less demanding conditions for career promotion than female peers and "the perceived importance of male role models and the potential positive impact on children's gender formation and personality development" (Yang & McNair 2017). In other words, male teachers are expected to contribute differently from females adding their male perspective which can be positive for children and the staff (Hedlin & Aberg 2013).…”

Section: Introductionmentioning

confidence: 99%

The Career Journey of the First Male Preschool Teacher in Turkey: An Optimistic Perspective to A Female Dominated Occupation

Demirkasımoğlu¹,

Taşkın²

2019

ENAD

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Öz. Bu çalışma, Türkiye'deki ilk erkek okul öncesi öğretmenin gerçek hikayesine odaklanan vaka analizi şeklinde tasarlanmıştır. Çalışmanın temel amacı; a) Türkiye'deki ilk okul öncesi öğretmeni olmanın avantajları ve dezavantajlarının neler olduğunu b) çalıştığı okuldaki meslektaşlarının ve velilerin kendisine yaklaşımlarının nasıl olduğunu c) zorluklarla nasıl başa çıktığını d) erkek okul öncesi öğretmenlerinin okul öncesi eğitimdeki olası sosyal faydalarının neler olduğunu belirlemektir. Veriler, yarı yapılandırılmış derinlemesine görüşme ile toplanmıştır. Veriler, araştırma sorularına göre önceden belirlenmiş kategoriler altında tematik olarak analiz edilmiştir. Elde edilen bulgular, okul öncesi öğretmenlerinin Türk sisteminde 30 yıldan fazla süredir mevcut olmasına rağmen, halen okul öncesi öğretimin kadın ağırlıklı bir meslek olduğunu göstermektedir. Bu çalışmadan elde edilen tüm bulgular, kişilik özelliklerinin, cinsiyetçi bir meslekte kariyer yapan ilk okul öncesi öğretmenlerinin kariyer tercihlerini ve yolunu şekillendiren bir faktör olduğunu göstermektedir.

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Male teachers in Shanghai public kindergartens: a phenomenological study

Cited by 19 publications

References 31 publications

Can Trainee Early Years Teachers Implement Short Art-Based Intervention in Practice?

Can Trainee Early Years Teachers Implement Short Art-Based Intervention in Practice?

Gender-diverse practitioners in early years education and care (EYEC): a cross-cultural study of Scotland, Hong Kong, and Mainland China

The Career Journey of the First Male Preschool Teacher in Turkey: An Optimistic Perspective to A Female Dominated Occupation

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