Pre-service teachers' views of the child - Reproducing or challenging gender stereotypes in science in preschool.
(English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) In press
We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science. We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.
Place, publisher, year, edition, pages
Gender; gender stereotyping; pre-service teachers; science education; teacher education; views of children
Other Natural Sciences Didactics Gender Studies
IdentifiersURN: urn:nbn:se:uu:diva-312432DOI: 10.1007/s11165-016-9593-zOAI: oai:DiVA.org:uu-312432DiVA: diva2:1063283
ProjectsChallenging science teacher education: gender awareness in constructing knowledge of science and science teaching
FunderSwedish Research Council, 721-2010-5156