A Study of Korean Early Childhood Teachers’ Gender Beliefs and Practices
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This qualitative study aims to explore Korean early childhood teachers’ gender perceptions and how those perceptions translate into their classroom practices. The data were collected through semi-structured interviews with six early childhood teachers. The data analysis revealed that the teachers possessed gender sensitivity, while acknowledging the value of gender equality. They also perceived early childhood centers as sites for promoting sound gender perspectives among children. At the same time, however, they experienced conflicts between ideas that gender is primarily socially constructed, on the one hand, or biologically determined, on the other, when confronting gender differences that seem innate. Informed by their views on gender and knowledge on the nature of early childhood education, the teachers preferred to make natural, verbal interventions when children showed gender-stereotyped behaviors. Based on these findings, this study particularly highlights a need for professional teacher training on gender issues.
Abstract
This qualitative study aims to explore Korean early childhood teachers’ gender perceptions and how those perceptions translate into their classroom practices. The data were collected through semi-structured interviews with six early childhood teachers. The data analysis revealed that the teachers possessed gender sensitivity, while acknowledging the value of gender equality. They also perceived early childhood centers as sites for promoting sound gender perspectives among children. At the same time, however, they experienced conflicts between ideas that gender is primarily socially constructed, on the one hand, or biologically determined, on the other, when confronting gender differences that seem innate. Informed by their views on gender and knowledge on the nature of early childhood education, the teachers preferred to make natural, verbal interventions when children showed gender-stereotyped behaviors. Based on these findings, this study particularly highlights a need for professional teacher training on gender issues.
참고문헌 (51)
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