Improving pedagogical practices through gender inclusion. Examples from university programmes for teachers in preschools and extended education.

Autor/in	Kreitz-Sandberg, Susanne
Titel	Improving pedagogical practices through gender inclusion. Examples from university programmes for teachers in preschools and extended education.
Quelle	In: International journal for research on extended education, 4 (2016) 2, S. 71-91 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v4i2.25782
URN	urn:nbn:de:0111-pedocs-229063
Schlagwörter	Gender; Gender Mainstreaming; Vorschule; Lehrerausbildung; Geschlecht; Gerechtigkeit; Geschlechterfrage; Hochschullehre; Erweitertes Bildungsangebot; Analyse; Integration; Theorie-Praxis-Beziehung; Schweden
Abstract	Working with gender equality in teacher education embraces a wide range of policies and practices. Against the backdrop of relevant research on gender in preschools, universities and teacher education, the study provides an outlook of the praxis on selected Swedish university programmes for preschool teacher education and teachers in extended education. The study is inspired by educational ethnography and applies quantitative and qualitative text analyses of programme and course documents. The article describes how gender perspectives can be systematically incorporated into university teaching through curriculum design and constructive aligned teaching. The author discusses whether the described pedagogical practices and gender inclusion in higher education have the potential to promote (preschool) teacher students' systematic acquisition of values, knowledge and skills as a precondition for improving sustainable pedagogical practices. The article also touches on the relevance of the results for the field of extended education and academic training for pedagogues and teachers who work in non-formal educational settings. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4