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Gannerud Eva (2001). « A Gender Perspective on the Work and Lives of Women Primary School Teachers ». Scandinavian Journal of Educational Research, vol. 45, n° 1, mars, p. 55–70. ISSN 0031-3831. En ligne : <http://ejournals.ebsco. ... ID=DKKP0T8M680U1YWAGYY3>. 
Added by: Marie Gaussel (23 Jun 2010 13:34:29 Europe/Paris)
Resource type: Journal Article
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Gannerud2001
Categories: Apprentissages et psychologie
Keywords: Ă©ducation prioritaire, enseignant, enseignement primaire, genre
Creators: Gannerud
Collection: Scandinavian Journal of Educational Research
Views: 2551/3573
Views index: 25%
Popularity index: 6.25%
URLs     http://ejournals.e ... KP0T8M680U1YWAGYY3
The study presented deals with the work and lives of women primary school teachers in relation to gender order in school and society. The study is based on interviews with 20 experienced women teachers. The results are presented as six themes. (i) Consequences of a teachers' sex in their daily work. At a general level, they understand their professional role as gender neutral, but at the same time they express the importance of their sex in their daily work. (ii) Mother and teacher - teacher and mother, experiences of motherhood and of teaching as work and the meaning of a professional attitude. (iii) Balancing the demands of private life and work life where both spheres are characterised by rationality of responsibility and ethics of care, aspects related to gender. (iv) On socio-emotional work, connected to women in the gender order of society. The teachers describe these dimensions as energy sapping and time consuming, but also as most important for work satisfaction and personal motivation. (v) Informal collegial interaction, a source of emotional support as well as development of professional knowledge. (vi) Power, authority and status. Low status views of the teacher and teaching are described in terms of 'women's work'. In an individual perspective, the woman teacher is in a contradictory situation with regard to positional authority. Their emotional work promotes creation of a relational authority. To the teachers themselves gender seems not to be a very important issue, but gender regimes in schools follow the same pattern as in society. Women teachers seem to be in a position where they reproduce, rather than change, traditional gender patterns.
Added by: Marie Gaussel  
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