How Do Pre-Service Male Primary Teachers Cope with Gender Related Challenges?

Autor/inn/en	Cruickshank, Vaughan; Kerby, Martin; Baguley, Margaret
Titel	How Do Pre-Service Male Primary Teachers Cope with Gender Related Challenges?
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 1, S.74-88, Artikel 5 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Males; Gender Differences; Barriers; Preservice Teachers; Elementary School Teachers; Gender Bias; Coping; Social Isolation; Foreign Countries; Emotional Response; Problem Solving; Student Behavior; Teacher Student Relationship; Teacher Behavior; Parents; Family Influence; Peer Influence; Teacher Influence; Social Bias; Masculinity; Australia + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Geschlechterkonflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterstereotyp; Bewältigung; Soziale Isolation; Ausland; Emotionales Verhalten; Problemlösen; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Eltern; Männlichkeit; Australien
Abstract	Male teachers are a minority in both primary teacher training courses and in primary schools around the world. Education research has identified numerous gender-related challenges faced by male primary teachers during their initial teacher training and later when teaching in schools. Despite noting that many males leave teacher training because of these challenges, researchers have spent much less time investigating strategies to assist men cope with them and persist in the profession. This paper aims to help address this gap through an investigation of the challenges pre-service male primary teachers face during their teacher training and identifying practical coping strategies. Findings revealed that the most difficult challenges faced by participants were those concerning physical contact and social isolation. Participants appeared to use a range of functional and dysfunctional coping strategies to deal with these challenges. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01