Foundation Phase Teachers' Views of the Involvement of Male Caregivers in Young Children's Education

Autor/inn/en	Mncanca, Mzoli; Ramsaroop, Sarita; Petersen, Nadine
Titel	Foundation Phase Teachers' Views of the Involvement of Male Caregivers in Young Children's Education
Quelle	In: South African Journal of Childhood Education, 11 (2021) 1, Artikel 1050 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mncanca, Mzoli) ORCID (Ramsaroop, Sarita) ORCID (Petersen, Nadine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Elementary School Students; Teacher Attitudes; Elementary School Teachers; Males; Sex Role; Child Rearing; Parent Teacher Cooperation; Gender Differences; Gender Bias; Fathers; Parent School Relationship; Young Children; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Geschlechterrolle; Kindererziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Geschlechterkonflikt; Geschlechterstereotyp; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Frühe Kindheit
Abstract	Background: Studies in South Africa show a high prevalence of male caregiver absence in the lives of children under the age of 9 years. In this respect, foundation phase teachers are well positioned to provide input and shed light on how schools can contribute towards improving male caregiver involvement in their children's early education. Aim: This study aimed to explore foundation phase teachers' views of the involvement of male caregivers in the education and development of young children. Setting: The paper reports on the qualitative phase of a mixed methods study conducted in three township schools near Johannesburg. Methods: Focus group interviews involving a sample of 17 foundation phase teachers were conducted in three schools. An iterative coding process within a generic qualitative data analysis approach was carried out to articulate overarching ideas and themes. Results: The results highlight how teachers' taken-for-granted gendered assumptions about the roles of females and males in the education and development of foundation phase children and about the children's care arrangements influence how they communicate with parents, unconsciously alienating male caregivers. Conclusion: Although teachers had not considered the role of male caregivers in the early years of children's education, they acknowledged that such an undertaking would be beneficial to the learners and the school. Therefore, the authors argue for training aimed at capacitating foundation phase teachers with the essential competencies necessary to galvanise and increase meaningful involvement of male caregivers in the education of learners in pre-service and in-service teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01