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| Autor/inn/en | Schatz-Oppenheimer, Orna; Halpert-Zamir, Lily |
|---|---|
| Titel | Episodes from the Professional Life Stories of Women Teachers: A Feminist Reading |
| Quelle | In: Teacher Development, 14 (2010) 3, S.365-379 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1366-4530 |
| Schlagwörter | Feminism; Teaching (Occupation); Females; Women Faculty; Social Influences; Stereotypes; Social Attitudes; Career Development; Social Change; Biographies; Personal Narratives |
| Abstract | In the modern world, women have acquired formal education, become professionals in the workforce, and are equal to men according to law. Yet cultural and social mores continue to characterize a woman as one who acts according to stereotypes. For these reasons and others, teaching has long been considered a woman's profession. Realization of the social and economic values of the modern world lies in our ability to advance intellectually. Are women teachers, who have succeeded in entering public life, able to advance in their profession through the realization of their intellectual potential? The authors examine the anomaly of continuity and change in the status of women in the teaching profession through a feminist interpretive reading. They maintain that, despite the significant changes that have occurred in how we view a woman's place in modern society, there is "continuity" in the definition of the professional role of women as teachers. The reading will be based on material obtained from in-depth interviews with teachers describing their professional outlook. The uniqueness of this study lies in the fact that women are researching the narratives of other women and analyzing women's discourse from their standpoint as women. (Contains 1 table and 3 notes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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