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

Eldred, Lucy; Gough, Brendan; Glazzard, Jonathan

Authors

Lucy Eldred

Brendan Gough



Abstract

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.

Citation

Eldred, L., Gough, B., & Glazzard, J. (2022). Male pre-service teachers: navigating masculinities on campus and on placement. Gender and Education, 34(7), 755-769. https://doi.org/10.1080/09540253.2022.2078794

Journal Article Type Article
Acceptance Date May 4, 2022
Online Publication Date May 25, 2022
Publication Date 2022
Deposit Date Oct 25, 2023
Publicly Available Date Oct 26, 2023
Journal Gender and Education
Print ISSN 0954-0253
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 34
Issue 7
Pages 755-769
DOI https://doi.org/10.1080/09540253.2022.2078794
Keywords Masculinities; Primary schools; Thematic analysis; Pre-service teachers
Public URL https://hull-repository.worktribe.com/output/4424911

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Publisher Licence URL
https://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.




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