‘You're not a teacher, you're a man’: the need for a greater focus on gender studies in teacher education

Cushman, Penni

doi:10.1080/13603116.2010.516774

Cited by 17 publications

(12 citation statements)

References 35 publications

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“…If teachers are to play a positive edu cational role in addressing gender issues influencing social justice and inclusiveness, teacher education institutions will need to ensure that their graduates are well equipped with the attitudes, motivation and skills to enact this role (Cushman, 2012). There are a variety of interlinked difficul ties in integrating a gender perspective into teachers education, for example misconceptions around gender, the myth of having already achieved gen der equality, a packed curriculum and course planning (KreitzSandberg, 2013;Lahelma, 2014).…”

Section: Main Results and Discussionmentioning

confidence: 99%

“…Seetõttu peavad õpetajad teadvustama ja oskama märgata neid internali seeritud käitumismalle ja hoiakuid, mida nad töö käigus õpilastele edasi annavad. Õpetajaid ettevalmistavad kõrgkoolid saavad seda protsessi toe tada, andes tulevastele õpetajatele vajalikke teadmisi ja oskusi (Cushman, 2012).…”

Section: Hariduse Roll Soolise Ebavõrdsuse Vähendamiselunclassified

“…Õpetajakoolituse üliõpilased nägid õpetajate ja õppejõudude meelestatust ning haridustee käigus kogetut soolist võrdõiguslikkust kujundava olulise tegurina. Seega on õpetajaid ettevalmistavatel kõrgkoolidel olemas vajalikud hoovad soo tundlike ja teadlike tulevaste õpetajate toetamiseks (Cushman, 2012;Kreitz Sandberg, 2013). Õpetajakoolituse üliõpilastele peab pakkuma nii teoreetilisi teadmisi soolisest võrdõiguslikkusest, praktilisi oskusi soostereo tüüpide, diskrimineeriva või mittesootundliku käitumise märka miseks kui ka pedagoogilisi nippe sedalaadi olukordadega toimetulemiseks (Bondestam, 2010;Hynninen & Juutilainen, 2006).…”

Section: Aruteluunclassified

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Õpetajakoolituse üliõpilaste hoiakud ja teadlikkus soolise võrdõiguslikkuse küsimuses

Mägi¹,

Biin²,

Trasberg³

et al. 2016

EHA

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AnnotatsioonSoolise võrdõiguslikkuse taotlemisel lähtutakse põhimõttest, et naistel ja meestel on võrdsed õigused, kohustused, võimalused ja vastutus nii hariduse omanda misel kui ka tööelus. Kuna haridusel, sh õpetajakoolitusel, on väärtuste ja hoia kute kujundamisel oluline roll, käsitletakse seda sageli soolise võrdõiguslikkuse edenda mise ühe võtmevaldkonnana. Uurimuse eesmärk on kirjeldada Eesti õpetaja koolituse ja kasvatusteaduste valdkonna üliõpilaste hoiakuid ja tead likkust soolise võrdõiguslikkuse küsimuses, sh osutada nende erinevustele üliõpilaste üld kogumist. Selleks kombineeriti kvantitatiivset ja kvalitatiivset uurimisviisi. Uurin gus küsitleti üliõpilasi (N = 2748) soolise võrdõiguslikkusega seotud hoiakute ja kogemuste teemal ning intervjueeriti õpetajakoolituse üliõpilasi (N = 20) fookus rühmades, et mõtestada kõrgkoolide õpetamispraktikat ning seda mõjutavaid väärtusi ja norme soolise võrdõiguslikkuse vaatenurgast. Ilmnes, et üliõpilased suhtuvad soolisesse võrdõiguslikkusse soosivalt ja tajuvad ebavõrdset kohtlemist soo alusel probleemina. See on hea potentsiaal, mille varal arendada tulevaste õpetajate valmisolekut sootundlikuks pedagoogikaks. Selgelt eris tusid ka nende üliõpilaste rühmad, kelle hoiakutes väljenduvad teiste rühmadega võrreldes enam soolised stereotüübid (algajad üliõpilased ja mehed). Uurimuse tulemused täienda vad varasemate uurimuste omi, milles käsitletakse sugupoolte aspekti arvesta mist hariduses, ning neil on praktiline väärtus õpetajakoolituse õppe kavade kujunda misel.Võtmesõnad: sooline võrdõiguslikkus, soolõime õpetajakoolituses, hoiakud, soo teadlikkus, õpetamine kõrgkoolis 1 Poliitikauuringute Keskus Praxis, Tornimäe 5, 10145 Tallinn; eve.magi@praxis.ee

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Section: Main Results and Discussionmentioning

confidence: 99%

Section: Hariduse Roll Soolise Ebavõrdsuse Vähendamiselunclassified

Section: Aruteluunclassified

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Õpetajakoolituse üliõpilaste hoiakud ja teadlikkus soolise võrdõiguslikkuse küsimuses

Mägi¹,

Biin²,

Trasberg³

et al. 2016

EHA

View full text Add to dashboard Cite

show abstract

“…These historic ideas of a gender binary do two things that are important to our study. First, the binary reinforces who should be seen as teachers, to the point where students suggest that men should not be teachers (Cushman, 2012;Wallace, 2007). Second, the binary reinforces a second binary between rationality and emotionality, such that maleness or masculinity is associated with the former and female or femininity, the latter (Blackmore, 2011).…”

Section: The Feminization Of Teachingmentioning

confidence: 99%

Institutionalizing an “Ethic of Care” into the Teaching of Ethics for Pre-service Teachers

Hawks

Pillay

2017

jctp

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This paper calls for the acknowledgement and institutionalization of an ethic of care into the education of decision-making processes for pre-service teachers. The impetus for this paper came from the author's experiences with teaching a mandatory ethics and law course for pre-service teachers. Over the course of their teaching and as expounded upon in this paper, the authors illustrate how the course goals, aims, objectives and readings ignore discussions on gender in the teaching profession. Using a critical feminist policy analysis, the authors analyze the ethical perspectives taught in the required textbooks. Findings suggest that the absence of the "ethic of care" perpetuates a gender regime and teaching as "women's work" while ignoring ethical perspectives founded outside of the rational male perspectives. This notion of mandating an ethic of care into the teaching of ethics for pre-service teachers is our attempt to address issues of power and privilege by pointing to a gap in the curriculum of university ethics courses.

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“…Male teachers often became aware of positive and negative aspects of their identity, emphasizing different parts of their identities when advantageous (e.g., Jones, 2007; Weaver-Hightower, 2011). Even when doing so, the men rarely questioned the roles they modeled or the parts they played in perpetuating society’s gendered perceptions of teachers and teaching (e.g., Ashcraft & Sevier, 2006; Cushman, 2012; Montecinos & Nielsen, 2004). Sargent (2000) noted similar themes with in-service male elementary teachers, specifically that (a) the men were under closer scrutiny than female peers when interacting with children, (b) there was ambiguity about the position of being a “male role model,” and (c) the male teachers were perceived to have different teaching styles than female teachers (p. 410).…”

Section: Literature Reviewmentioning

confidence: 99%

Three Men and a Maybe

Tucker

2015

The Journal of Men’s Studies

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Male preservice elementary teachers often receive special attention. However, identities consist of many complex components. Constant comparative methodology revealed emergent themes of privilege and disadvantage linked to gender, religion, and ethnicity in this exploratory examination of the stories of three male preservice elementary teachers. The men demonstrated varying awareness of their hybrid identities and associated privileges and disadvantages. The participants found privileges and disadvantages related to their gender, but members of religious and ethnic minority groups perceived significant disadvantages of those aspects of their identities. Findings suggest that preservice male teachers' identities are more complex than gender alone, that being in multiple minority groups may compound challenges for preservice male teachers, and that teacher training alone may not sufficiently address issues of identity.

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‘You're not a teacher, you're a man’: the need for a greater focus on gender studies in teacher education

Cited by 17 publications

References 35 publications

Õpetajakoolituse üliõpilaste hoiakud ja teadlikkus soolise võrdõiguslikkuse küsimuses

Õpetajakoolituse üliõpilaste hoiakud ja teadlikkus soolise võrdõiguslikkuse küsimuses

Institutionalizing an “Ethic of Care” into the Teaching of Ethics for Pre-service Teachers

Three Men and a Maybe

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