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How do pre-service male primary teachers cope with gender related challenges?
Citation
Cruickshank, V and Kerby, M and Baguley, M, How do pre-service male primary teachers cope with gender related challenges?, Australian Journal of Teacher Education, 46, (5) pp. 74-88. ISSN 1835-517X (2021) [Refereed Article]
Copyright Statement
Copyright 2021 the authors
DOI: doi:10.14221/ajte.202v46n1.5
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.
Item Details
Item Type: | Refereed Article |
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Keywords: | male primary teachers, pre-service teachers, coping strategies |
Research Division: | Education |
Research Group: | Education systems |
Research Field: | Primary education |
Objective Division: | Education and Training |
Objective Group: | Learner and learning |
Objective Field: | Primary education |
UTAS Author: | Cruickshank, V (Dr Vaughan Cruickshank) |
ID Code: | 145056 |
Year Published: | 2021 |
Web of Science® Times Cited: | 2 |
Deposited By: | Education |
Deposited On: | 2021-06-28 |
Last Modified: | 2021-11-01 |
Downloads: | 0 |
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