Identifying a Gender-Inclusive Pedagogy from Maltese Teachers' Personal Practical Knowledge

Autor/in	Chetcuti, Deborah
Titel	Identifying a Gender-Inclusive Pedagogy from Maltese Teachers' Personal Practical Knowledge
Quelle	In: International Journal of Science Education, 31 (2009) 1, S.81-99 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Constructivism (Learning); Science Teachers; Classroom Techniques; Cultural Background; Equal Education; Sex Fairness; Foreign Countries; Science Achievement; Gender Differences; Teacher Attitudes; Student Characteristics; Socioeconomic Influences; Cultural Influences; Teaching Methods; Graduate Students; Secondary School Teachers; Secondary School Science; Malta + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Klassenführung; Sexualaufklärung; Ausland; Geschlechterkonflikt; Lehrerverhalten; Sozioökonomischer Faktor; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Teachers bring with them into the science classrooms their own gendered identities and their views and perceptions about how boys and girls learn and achieve in science. This paper tries to explore the way in which 14 Maltese science teachers use their own "personal practical knowledge" to identify their views about gender and science and to create their own individual gender-inclusive pedagogy. The study suggests that the science teachers focus more on the individuality of students and on the social and cultural background of the students in their classrooms rather than on gender. The teachers try to develop pedagogies and assessment practices that take into consideration the personal constructs of individual learners. The ideas for such a gender-inclusive pedagogy emerge from their common-sense experience in the classroom and their training as teachers, and are closely interrelated to current ideas of social constructivism. (Contains 3 tables.) (As Provided).
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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10