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首页> 外文期刊>Journal of Education for Teaching >Boys' 'underachievement' and the feminization of teaching
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Boys' 'underachievement' and the feminization of teaching

机译：男孩的“学业不佳”与教学女性化

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In England, Scotland and other countries, policy-makers often depict the targeted recruitment of men to the teaching profession as a panacea for male underachievement and disaffection from school. It is commonly assumed that the gender gap in achievement stems from the dearth of male role models in teaching, especially at primary level. Giving particular attention to recent literature on the influence of teacher gender on classroom interaction and educational outcomes, the paper begins by scrutinizing the policy's evidence-base. We move on to examine the findings of a qualitative study conducted in English primary schools. Drawing upon data from semi-structured interviews with teachers of 7- to 8-year-olds (25 men, 26 women), an attempt is made to assess their responses to the policy of targeted male recruitment and perceptions of the benefits of same-gender matching. The paper (an earlier version of which paper was presented at the European Educational Research Association's Annual Conference at the University of Ghent, September 2007) concludes by tentatively exploring the implications of this small-scale study for policy and practice.
机译：在英格兰，苏格兰和其他国家，政策制定者经常将有针对性的男性招募到教学专业作为男性成就不佳和对学校的不满的灵丹妙药。通常认为成就方面的性别差距是由于缺乏男性榜样在教学中，特别是在小学阶段。本文特别关注有关教师性别对课堂互动和教育成果的影响的最新文献，从研究该政策的证据基础开始。我们继续研究在英语小学进行的定性研究的结果。根据对7到8岁（25名男性，26名女性）老师的半结构化访谈的数据，尝试评估他们对有针对性的男性招募政策的反应以及对同性的好处的认识。性别匹配。该论文（其早期版本在2007年9月在根特大学举行的欧洲教育研究协会的年会上发表）最后通过试探性地探讨了这项小型研究对政策和实践的意义。

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