Gender, Policy and Initial Teacher Education

Autor/in	Skelton, Christine
Titel	Gender, Policy and Initial Teacher Education
Quelle	In: Gender and Education, 19 (2007) 6, S.677-690 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Social Class; Career Choice; Educational Opportunities; Gender Issues; Educational Policy; Foreign Countries; Career Development; Academic Standards; Ethnicity; Elementary School Teachers; Social Discrimination; Gender Bias; Preservice Teacher Education; Equal Opportunities (Jobs); Teacher Recruitment; United Kingdom + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Bildungsangebot; Bildungschance; Geschlechterfrage; Politics of education; Bildungspolitik; Ausland; Berufsentwicklung; Ethnizität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziale Benachteiligung; Soziale Schließung; Geschlechterstereotyp; Lehramtsstudiengang; Lehrerausbildung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Lehrerrekrutierung; Großbritannien
Abstract	An examination of gender discourses within New Labour education policy on the preparation of students for a career in teaching in the UK reveals a contradictory yet, at the same time, complementary position. In the guidelines outlining the Standards that a prospective teacher has to achieve, the ways in which gender informs pupils' educational opportunities is "played down" in that it is not addressed directly. Rather "gender," along with ethnicity, social class, disability and sexuality is embedded within the broader concept of "diversity." At the same time, gender is foregrounded in education policy on the recruitment of teachers with the drive by the Training and Development Agency to encourage men into primary schools. This article explores these tensions and relates these to the published research on the experiences of male primary teachers. It concludes by arguing for a recognition of student/practicing teachers' real concerns regarding the gender issues which influence and inform their professional choices and careers rather than those set by the Government agenda. (Contains 1 table and 2 notes.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10