Women Teachers and the Feminisation of the Teaching Profession in a Finnish Journal for Primary School Teachers ("The Teacher"), 1915-1920

Autor/in	Nieminen, Marjo
Titel	Women Teachers and the Feminisation of the Teaching Profession in a Finnish Journal for Primary School Teachers ("The Teacher"), 1915-1920
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 58 (2022) 1, S.139-153 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2020.1818797
Schlagwörter	Foreign Countries; Periodicals; Content Analysis; Educational History; Women Faculty; Gender Issues; Femininity; Teaching (Occupation); Teacher Characteristics; Expertise; Professionalism; Sex Fairness; Elementary School Teachers; Finland + Suchen Sie Ihr Suchwort? Ausland; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Inhaltsanalyse; History of education; Bildungsgeschichte; Frauenakademie; Weibliche Gelehrte; Geschlechterfrage; Femaleness; Weiblichkeit; Teaching; Lehrberuf; Expert appraisal; Professionalität; Sexualaufklärung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Finnland
Abstract	This article focuses on the discussions about the feminisation of the teaching profession that were covered in the Finnish journal of primary school teachers, "The Teacher" ("Opettajain Lehti"), during the years 1915 to 1920. "The Teacher," a weekly trade union journal, published the writings of various stakeholders (for example, teachers, school inspectors, the counsellor of education representing the National Board of Education, the editors of "The Teacher," and teachers' local trade unions). First, this article examines the arguments of the writers who took part in the discussions. Second, this article explores how the teaching profession was represented by these writings. The article explores how the discussions took a stand on the process itself, its reasons and its consequences, and also highlighted the gendered assumptions and ideas about the teaching profession and the characteristics associated with women and men teachers. The proponents of women teachers' expertise and professionalism employed these public discussions successfully when claiming and defending their right to be a part of the teaching profession. Even though the discussions included opposing interests and claims of superiority, they also had a strong, constructive tone with arguments of gender equality amongst teachers and solidarity between women and men teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01