Chinese Male Early Childhood Education Teachers' Perceptions of Their Roles and Professional Development

Autor/inn/en	Yang, Yan; McNair, Delores E.
Titel	Chinese Male Early Childhood Education Teachers' Perceptions of Their Roles and Professional Development
Quelle	In: Gender and Education, 33 (2021) 4, S.468-482 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2020.1786010
Schlagwörter	Asians; Males; Preschool Teachers; Kindergarten; Public Schools; Young Children; Role Perception; Role Models; Masculinity; Gender Issues; Sex Role; Expectation; Social Status; Professional Development; Teacher Attitudes; Foreign Countries; China (Shanghai) + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Male; Männliches Geschlecht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule; Frühe Kindheit; Role conception; Rollenverständnis; Identifikationsfigur; Männlichkeit; Geschlechterfrage; Geschlechterrolle; Expectancy; Erwartung; Sozialer Status; Lehrerverhalten; Ausland
Abstract	This study explored male teachers' perceptions of their roles in early childhood education and their beliefs about their own professional development in shaping their careers. Although the participants' experiences are strongly influenced by strict gender roles in China, they appear to be consistent with the experiences of men across the globe. The findings from this study add to the limited scholarship in China while also contributing to global scholarship related to men who teach in early childhood education. The focus of this study was on professional development. Like many teachers, participants in this study actively engaged in professional development. However, their reasons for selecting and participating in professional development activities revolved around advancement rather than improving their teaching. The findings implicate reframing professional development for both women and men with an emphasis on the improvement of teaching as well as for professional advancement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01