迈向社会性别平等的教师教育——论女性主义对欧美教师教育实践的影响

从20世纪70年代开始,社会性别已经成为女性主义分析各种教育问题的一个独特视角。文章在已有文献研究的基础上,继续考察和探究女性主义对欧美教师教育实践的影响,试图展现近年来研究者对于如何实现社会性别平等的教师教育所进行的思考,展示欧美教师教育在提高未来教师的性别意识、培养未来教师处理学校和课堂中的社会性别问题等方面所做的努力,以及这些实践所面临的困境,以期能对中国目前的教师教育研究和实践有所借鉴。     

论性别差异及其教育策略

性别差异指男女两性在心理学方面的不同特点。男女两性不仅存在着生理方面的差异,在心理发展的许多方面也同样客观地存在着一些差异,尤其在性格和行为方式及情感表达等方面差异较为明显。性别差异的形成在更大程度上取决于社会文化因素而非生理因素,必须采取有效的教育措施,使个体的发展既具有男女之共性,也具有男女之个性;既要摆脱性别角色标志的束缚,又不失性别本色。     

中国基础教育性别公平存在的问题和对策

性别公平是当今国际世界基础教育研究中的一项重要任务，本文首先介绍了20世纪90年代中国基础教育在实现性别公平方面取得的成就，然后指出了中国基础教育中仍然存在性别不公平的一些问题，最后探讨了21世纪前15年中国基础教育全面实现性别公平应该采取的政策措施。     

Understanding the emergence of females as leaders in academia: The intersections of gender stereotypes,status and emotion

Drawing on the expectation state theory, this paper seeks to analyse the social cognitive process of the impacts of gender stereotypes along with their culturally derived schemas of status belief, status characteristics and emotion at the early stage of women's endeavour to emerge as leaders in academia. Employing a convenience sampling and interviews held with five women academic participants from three public and private universities in the western region of Indonesia, this research reveals that two social cognitive practices affect women's endeavour to emerge as leaders; (1) the incongruities of cultural and cognitive expected status belief and status characteristics about females with the expected performance of leadership. The pervasive effect of these can be mitigated when women adopt a strategy of neglection, coupled with a strategy of networking both via their own networks and their husband's networks; (2) the incongruities of cultural and cognitive expected ways of emotional expression on women with the expected performance of leadership. This impacts the status conferral that shapes the worthiness of females to emerge as leaders, leading female leaders in our study to build a protective shield of emotion display to keep them perceived as worthy individuals for leadership roles.     

Chinese teachers' perceptions of students' classroom misbehaviour

This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total of 244 responses were collected, from lower elementary to high school teachers in two provinces in mainland China. In general, the majority of Chinese teachers (65.6%) do not think that classroom management is a great concern. They perceive ‘daydreaming’ to be the most frequent and troublesome misbehaviour. This contrasts with many prior studies in Western settings where ‘talking out of turn’ has been reported as the biggest concern. In addition, Chinese teachers are eager to understand the psychological reasons behind student misbehaviour. They also suggest that the Chinese system of ‘teaching for testing’ should be reformed.     

The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields

On the basis of the expectancy‐value theory of achievement, this paper aims to examine the relative contributions of gender‐stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM‐related careers.     

Teacher perceptions of the mathematical potential of students in special education in the Netherlands

Research has shown that high expectations of teachers about their students’ academic development have a positive influence on how these students actually develop. Therefore, when aiming to improve students’ learning results it is essential to know how teachers think about their students’ abilities. The present study was meant to investigate what perceptions primary school teachers in special education have of their students’ potential in mathematics and what possibilities they see to reveal this potential. Data were collected through an online questionnaire. Surprisingly, the responses showed that, although the teachers teach students with low achievement scores in mathematics, most of the teachers were positive about the mathematical potential of their students. The teachers often attributed unused potential to causes outside the student and they underpinned this view with observations from school practice. The article concludes with discussing the consequences of these findings for the professional development of teachers.     

Teacher perceptions of facilitators and barriers to implementing classroom physical activity breaks

Abstract

Physical activity plays an important role in childhood development and is associated with positive health, social, emotional, and academic benefits. Despite this, children are often sedentary for most of their school day and fail to meet daily activity recommendations. Incorporating physical activity breaks into the classroom can achieve many positive outcomes, however has not been widely adopted. This study used the diffusion of innovation theory as a framework to examine teacher perceptions of barriers and facilitators to incorporating physical activity breaks into their elementary classrooms. Teachers perceived compatibility with teaching philosophy and observability of benefits to most students as strong facilitators. They struggled to reconcile relative advantage and trailability, primarily due to classroom management issues associated with just a few students. Lack of complexity facilitated implementation, however upper grade teachers felt a strong need to connect activity to academics which threatened complexity. The authors conclude with recommendations to increase adoption.     

Constructive and instructive representation

Abstract

Beginning teachers of mathematics are likely to have noted the development of powerful multiple representation software which offers children access to the many modalities through which mathematics is expressed. We argue that embedded, even hidden, within such software are many mathematics conventions, which the naive learner has to unravel in order to construct meaning for those representations. We contrast such representations, which we label as instructive, with those children construct through the use of expressive software; this contrast is seen as analogous to aspects of literacy. We identify various characteristics of these two distinctive forms of representation.     

新世纪的教师发展与教师教育

新世纪以来,中国内地和香港都启动了大规模的课程改革,对教师发展和教师教育提出了新的要求。基于对教师发展与教师教育之间关系的分析,文章指出了二者未来的发展方向,即发展中小学—大学伙伴协作关系,建立教师教育发展网络,促进多元化的教师发展和教师教育,以及深化教师与教师教育工作者的实践探究与反思。     

Teacher and student perceptions of intermediate assessment in higher education

Universities introduce intermediate assessment because it is understood to have positive effects on student behaviour and achievement. Yet, how intermediate assessment is perceived might be conditional for its success. The current study investigates both teachers’ and students’ perceptions of intermediate assessment. Teachers and students were interviewed and Student Evaluations of Teaching were examined. Results indicate that both teachers and students had generally positive perceptions of intermediate assessment. However, the two groups provided different reasons for their positive perceptions. Teachers and students agreed that intermediate assessment helps students to keep up with their study work. Moreover, teachers mentioned that they could assess various knowledge and skills with intermediate assessment, whereas students preferred intermediate assessments to test the same knowledge and skills as the final exam. This finding suggests that teachers and students in our study had different goals for intermediate assessment.     

法国教师的新使命与教师教育改革

在知识经济时代和学习化社会中,法国社会对教师的期望越来越高,教师的使命不仅是传授知识,还要承担许多社会应当共同完成的任务。法国在未来教师职业化的进程中,教师的继续教育将具有一定的强制性,培训也会更加个人化。但能否吸引足够的优秀青年加入到教师队伍,如何实现教师队伍的新老交替,将是未来若干年法国教师教育领域中的突出问题。     

Gender inclusion and horizontal gender segregation: stakeholders' strategies and dilemmas in Swedish teachers' education

This paper contributes to our knowledge of teacher educators' strategies for, and dilemmas with, working with gender inclusion in teachers' education. It illustrates how gender is constructed and reconstructed in teachers' education. The study revealed that teachers' education is not only – as earlier described – a highly feminised field, it is also a discipline that is permeated by horizontal and vertical segregation typical of higher education. The study analyses how university teacher educators experience and handle consequences of this horizontal segregation, building on interviews with subject representatives at a Swedish university. The results exemplify how university teachers reflect on gender policies and their own roles when working with teacher students. Heteronormative patterns also become visible in strategies meant to facilitate gender equality and desegregation. The author argues for the need to include university teachers' perspectives in future strategies for developing gender inclusion in university education.     

非师范院校教师教育的困境与超越--全国非师范院校教师教育协作会首届年会述要

非师范院校教师教育存在着地位不高、专业化特色淡化、学科教育学师资短缺、对基础教育关注不够、改革不深入且缺乏相关配套政策等问题。如何从困境中走出来,与会代表从理念创新、制度创新、模式创新等方面提出了若干改革策略。宏观上,要有制度创新和政策导航,让非师范院校的教师教育真正融入国家教师教育体系中;微观上,举办院校要打通教师教育与非教师教育的内部通道,在多学科肥沃的土地上壮大和提升教师教育,让教师教育真正融入非师范院校的综合优势中。     

Student gender stereotypes: contrasting the perceived maleness and femaleness of mathematics and language

The purpose of this study was to evaluate the gender stereotypes endorsed by elementary and high school students regarding mathematics and language. We developed a questionnaire allowing students to rate mathematics and language as either male or female domains and administered it to a sample of 984 elementary and high school French‐speaking Canadian students (Grades 6, 8, and 10). Results showed that, with the exception of Grade 6 boys, students did not believe that mathematics was a male domain, or even conceived of mathematics as a predominantly female domain, suggesting that the traditional stereotype favouring boys in mathematics might have changed over the past few years. Moreover, language was clearly viewed as a female domain. Overall, our findings suggest that boys seem to be in need of encouragement in school, especially regarding language, where the advantage given to girls is particularly salient.     

Teacher classroom interactions and behaviours: Indications of bias

In some recent studies, researchers have measured teacher implicit bias and some have shown that teacher bias predicts student academic outcomes. Currently, however, how bias is portrayed to individual students is largely unknown. In this exploratory qualitative study, observations totalling 4 h per participant were undertaken with ten secondary, six intermediate, and four primary teachers in New Zealand. We utilised a thematic analysis approach to identify three themes: “differential nonverbal behaviours”, “differential academic interactions” and “differential reactions under the same conditions” that captured teachers' classroom interactions. Our findings suggested that teachers’ differential behaviours were mediating teacher bias. This was because teacher bias was recorded in every classroom; however, teachers displayed biased behaviours to varying degrees. Bias was displayed through various nonverbal and academic interactions, and some teachers portrayed their bias by treating some students differently when the situation for all students was the same.     

Teacher and student perceptions of creativity in the classroom environment

The purpose of this study was to investigate teachers and students perceptions about characteristics which either stimulate or inhibit the development of creativity in the classroom environment. Interviews were conducted with seven Connecticut public school teachers and 31 students (grades 3 and 4). The findings suggest that both teachers and students believe that a classroom environment which enhances creativity provides students with choices, accepts different ideas, boosts self‐confidence, and focuses on students’ strengths and interests. On the other hand, in an environment which inhibits creativity, ideas are ignored, teachers are controlling, and excessive structure exists.     

Diversity in primary teacher education gender differences in student factors and curriculum perception

The teaching of Probability Theory constitutes a new trend in mathematics education internationally. The purpose of this research project was to explore the degree to which preschoolers understand key concepts of probabilistic thinking, such as sample space, the probability of an event and probability comparisons. At the same time, we evaluated an educational programme which aimed to introduce children to the basic principles of Probability Theory. The research sample consisted of 29 preschoolers (with an average age of 5 years and 4 months) from two classes of a Greek public kindergarten. The research was based on a semi-experimental, three-phase plan: the pretest, the teaching intervention and the post-test. The pretest explored the children’s conception of key probabilistic constructs and contributed to the planning of the teaching intervention. Through the post-test, we evaluated the contribution of the teaching intervention. The findings showed that pupils displayed a satisfactory level of comprehension of key probabilistic concepts and that, moreover, teaching this subject can improve their comprehension.     

(S)exclusion in the sexuality education classroom: young people on gender and power relations

Comprehensive sexuality education which includes discussion about gender and power is increasingly seen as an effective way of promoting sexual and reproductive health and rights. Yet all too often the potential of good quality sexuality education is not realised. This study engages with young peoples’ evaluation of a sexuality education programme in Ethiopia. Using data from ethnographic field notes, focus group discussions and interviews with students, teachers and sexual and reproductive health workers in Oromia region, it reveals the existence of gendered practices in sexuality education. Three forms of exclusion were evident: first, exclusion through selection to participate in the programme; second, exclusion of the views of young people through gendered interpretations and practices; third, exclusion of the views of young people through the omission of discussion on topics that are relevant to them, such as love, relationships and sexual intercourse. As a result, the programme’s potential to contribute to questioning gender relations and improving the emotional and sexual health of young people is undermined. The programme reproduces a gender order in school and arguably broader society, which is a source of frustration and alienation for young people.     

Teacher Recruitment in Context: Differences between Danish and Finnish Beginning Teacher Education Students

Against the background of differing admission selectivity, structure, and status of teacher education in Denmark and Finland, we analyze the extent to which beginning teacher education students differ with respect to previous educational pathways, socio-demographic characteristics, academic self-concepts, and occupational motivations. In both Denmark and Finland, representative groups of first-year teacher education students and final-year upper-secondary students were surveyed. The collected data enabled us to characterize teacher education students in contrast to a baseline reference group of school students and to compare these differences across countries (difference-in-differences estimation). The results of our study indicate that Danish student teachers lag behind their Finnish peers in the valuation of their math skills. In addition, the average motivational profiles of Danish and Finnish teacher education students differ markedly. Implications of our findings are discussed.