'Role Model' or 'Facilitator'? Exploring Male Teachers' and Male Trainees' Perceptions of the Term 'Role Model' in England

Autor/inn/en	Brownhill, Simon; Warwick, Paul; Warwick, Jane; Brown Hajdukova, Eva
Titel	'Role Model' or 'Facilitator'? Exploring Male Teachers' and Male Trainees' Perceptions of the Term 'Role Model' in England
Quelle	In: Gender and Education, 33 (2021) 6, S.645-660 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brownhill, Simon) ORCID (Warwick, Paul) ORCID (Brown Hajdukova, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2020.1825638
Schlagwörter	Role Models; Males; Preservice Teachers; Student Attitudes; Teacher Attitudes; Elementary School Students; Foreign Countries; Role Perception; White Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Identifikationsfigur; Male; Männliches Geschlecht; Schülerverhalten; Lehrerverhalten; Ausland; Role conception; Rollenverständnis
Abstract	The call for more males to work with children in their formative years remains prevalent in education discourse across the globe. Assertions that these men will positively address boys' poor behaviour and underachievement, as well as serving as father figures and role models for boys, continue to fuel international policy making and shape media reporting and public opinion. This paper interrogates findings from original research which set out to explore the perceptions of white male primary school educators in England (both teaching and training) in relation to the term 'role model'. The results, drawn from a rigorous analysis of in-depth focus group interviews, highlight intriguing similarities and differences in professional thinking and suggest the need for a re-imaging of the term. The research has large-scale implications in terms of suggesting important revisions to 'more-men' policy making, for work-based professional training and development, and in informing societal discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01