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Skelton Christine, Carrington Bruce & Francis Becky et al. (2009). « Gender 'matters' in the primary classroom : Pupils' and teachers' perspectives ». British Educational Research Journal, vol. 35, n° 2, avril, p. 187–204. En ligne : <http://ejournals.ebsco. ... ContributionID=18244347>.
Added by: Marie Gaussel (21 Jun 2010 11:18:44 Europe/Paris) |
| Resource type: Journal Article BibTeX citation key: Skelton2009  |
Categories: General Keywords: enseignement primaire, genre, relation enseignant-Ă©tudiant Creators: Carrington, Francis, Hall, Hutchings, Read, Skelton Collection: British Educational Research Journal |
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Views index: 21% Popularity index: 5.25% |
| URLs http://ejournals.e ... ibutionID=18244347 |
| Abstract |
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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.
Added by: Marie Gaussel |