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首页> 外文期刊>British Educational Research Journal >Gender 'matters' in the primary classroom: pupils' and teachers' perspectives
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Gender 'matters' in the primary classroom: pupils' and teachers' perspectives

机译：小学课堂中的性别“问题”：学生和老师的观点

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摘要

A recent project involving Year 3 (seven-eight year-old) pupils and their teachers revealed that 'gender matters' differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, 'gender mattered' in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher-pupil interactions demonstrates the complexity of developing 'one size fits all' approaches to tackling gender equity in the classroom.
机译：最近的一项涉及3年级（七八岁）的学生及其老师的项目表明，“性别问题”与男孩和女孩以及教师的情况不同。该研究试图找出学生及其老师是否认为老师的性别对他们的学习经历至关重要。学生们担心教师在履行其专业职能方面的效率如何，教师的性别被归入其中。对于这些学生而言，“性别很重要”在构建自己的性别认同方面。相反，教师在管理和组织课堂互动中意识到并关注学生的性别。在师生互动中表达的各种不同观点和对性别的立场，表明了发展“一刀切”的方法来解决教室中性别平等的复杂性。

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