The gendered, hierarchical construction of teacher identities: Exploring the male primary school teacher voice in Hong Kong

The gendered, hierarchical construction of teacher identities: Exploring the male primary school teacher voice in Hong Kong

• Trent, John Gilbert

Journal of Education Policy, 2014

United Kingdom

Routledge

2014

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Men Teachers Primary Schools Teacher Identity

• Hong Kong

• 1997.7 onwards

• 小學教育

In response to the perceived ‘feminisation’ of primary school teaching, educational authorities in many countries have implemented policies designed to encourage more men to take up teaching positions in primary schools. While challenges to the efficacy of such policies have emerged in the literature, limited attention has been given to the voice of male primary school teachers themselves. Using a qualitative multiple case study approach, this study addresses this imbalance by examining how five male primary school teachers construct professional identities within Hong Kong primary schools. In-depth interviews give voice to these male primary school teachers, revealing the dominant discourses that make available certain identity positions to all primary school teachers in Hong Kong. The study explores how these five teachers exercise individual agency as they struggle to be recognised as competent members of a community of primary school teachers. The case studies also describe the limits to such personal agency, suggesting the need for policy initiatives that support the identity work of all primary school teachers by going beyond calls for the recruitment of greater numbers of male primary teachers. Some of the ways in which educational policy and practice could provide such support are considered and implications for future research are discussed.
[Copyright © 2014 Taylor & Francis.]

Retrieved March 13, 2015, from http://0-dx.doi.org.edlis.ied.edu.hk/10.1080/02680939.2014.973456

• 英文

期刊論文

• 02680939

https://bibliography.lib.eduhk.hk/tc/bibs/b040bdae

2015-05-05