ACADEMIC GENDER STEREOTYPES OF PRE-SERVICE TEACHERS

被引：1

作者：

Cirovic, Ivana ^{[1
]}

Malinic, Dusica ^{[1
]}

机构：

[1] Inst Pedag Res, Belgrade, Serbia

来源：

ZBORNIK INSTITUTA ZA PEDAGOSKA ISTRAZIVANJA | 2013年 / 45卷 / 02期

关键词：

gender stereotypes; pre-service teachers; school achievement;

D O I：

10.2298/ZIPI1302322C

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. preservice teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers' gender stereotypes can affect students' achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering.

引用

页码：322 / 341

页数：20

共 72 条

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