Male pre-service teachers: navigating masculinities on campus and on placement

Lucy Eldred*, Brendan Gough, JONATHAN GLAZZARD

*Corresponding author for this work

Research output: Contribution to journalArticle (journal)peer-review

2 Citations (Scopus)
8 Downloads (Pure)


This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were training to teach children aged 5–11 years were recruited. Interviews took place pre-and-post their seven-week practicum within primary schools, relating to their experiences of masculinity within their course and practicum. Participants kept a solicited diary for the duration of the practicum. Using thematic analysis, we highlight how participants were both subject to and complicit in the (re)production of gendered stereotypes. Findings evidenced the participants’ awareness of gendered assumptions placed upon them; however, this did not necessarily predicate their rejection of such positions, suggesting male and female teachers share responsibility for largely maintaining current hegemonic constructions of masculinities within schools.
Original languageEnglish
Pages (from-to)1-16
JournalGender and Education
Issue number4
Early online date25 May 2022
Publication statusPublished - 25 May 2022


  • gender
  • Education
  • pre-service teacher education/initial teacher training


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