TY - JOUR
T1 - Male pre-service teachers: navigating masculinities on campus and on placement
AU - Eldred, Lucy
AU - Gough, Brendan
AU - GLAZZARD, JONATHAN
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/5/25
Y1 - 2022/5/25
N2 - 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.
AB - 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.
KW - Masculinities
KW - pre-service teachers
KW - primacy schools
KW - thematic analysis
UR - http://www.scopus.com/inward/record.url?scp=85131090735&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85131090735&partnerID=8YFLogxK
U2 - 10.1080/09540253.2022.2078794
DO - 10.1080/09540253.2022.2078794
M3 - Article (journal)
SN - 0954-0253
VL - 34
SP - 755
EP - 769
JO - Gender and Education
JF - Gender and Education
IS - 7
ER -