ERIC Number: EJ1433009
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: EISSN-1360-0540
The Pretend Me, and the Real Me -- Male Student Teachers Negotiating Gender and Professional Identity in China
Can Yang
Journal of Education for Teaching: International Research and Pedagogy, v50 n4 p660-673 2024
This study employs a critical feminist perspective to investigate the experiences of male primary school student teachers in practicum schools in China. It aims to delve into and bring to light the intricate challenges they face when navigating their gender and professional identity. The findings reveal that the prevailing discourses surrounding primary school teacher professionalism, cultural perceptions of masculinity in China, and the scarcity of male teacher peers collectively influence the male student teachers' negotiation of their gender and professional identity. The study proposes the adoption of a more inclusive and culturally responsive pedagogy within teacher training programmes, with the recognition of teacher training as a means to attain long-term gender equality.
Descriptors: Self Concept, Professional Identity, Males, Preservice Teachers, Teacher Education Programs, Foreign Countries, Elementary School Teachers, Practicums, Gender Differences, Professionalism, Cultural Influences, Masculinity, Sex Fairness
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A