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Teachers’ Perceptions of Gender Differences: What about Boys and Girls in the Classroom?
Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.ORCID-id: 0000-0001-9182-6403
2018 (engelsk)Inngår i: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, nr 4, s. 28-44Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this study was to describe how primary school teachers perceive differences in behaviour and learning between boys and girls in relation to their teaching and methods. A quantitative approach was used in this study, and the analysis was built on descriptive statistics and bivariate correlations. The results show that the teachers had a positive view of their teaching. However, they generally had low expectations of the boys. The teachers also perceived that they made a great effort to adapt the teaching according to the students' prerequisites and needs. Individual work was a frequently used teaching method, although this was perceived as unfavorable for the boys’ learning. The boys’ behaviours were perceived as negative for learning, the boys were described as dependent, idle, and unmotivated. Negative characteristics might affect the teachers’ expectations of high learning outcomes, and may ultimately affect the boys’ school performances. The result of this study emphasizes the importance of that teachers reflect on their teaching methods in relation to boys, and girls’ prerequisites in the classroom.

sted, utgiver, år, opplag, sider
2018. Vol. 17, nr 4, s. 28-44
Emneord [en]
didactic; gender differences; teachers’ perceptions; teaching methods
HSV kategori
Identifikatorer
URN: urn:nbn:se:miun:diva-33557DOI: 10.26803/ijlter.17.4.2Scopus ID: 2-s2.0-85061283501OAI: oai:DiVA.org:miun-33557DiVA, id: diva2:1203613
Merknad

Tilgjengelig fra: 2018-05-03 Laget: 2018-05-03 Sist oppdatert: 2019-04-04bibliografisk kontrollert
Inngår i avhandling
1. Uppfattningar, förväntningar och didaktiska val - en studie om undervisningens betydelse för pojkars skolprestationer
Åpne denne publikasjonen i ny fane eller vindu >>Uppfattningar, förväntningar och didaktiska val - en studie om undervisningens betydelse för pojkars skolprestationer
2019 (svensk)Licentiatavhandling, med artikler (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Sundsvall: Mid Sweden University, 2019. s. 57
Serie
Mid Sweden University licentiate thesis, ISSN 1652-8948 ; 156
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-35943 (URN)978-91-88527-96-7 (ISBN)
Presentation
2019-04-12, E409, Sundsvall, 10:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2019-04-04 Laget: 2019-04-04 Sist oppdatert: 2019-04-05bibliografisk kontrollert

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