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Teachers’ Perceptions of Gender Differences: What about Boys and Girls in the Classroom?
Mid Sweden University, Faculty of Human Sciences, Department of Education.
Mid Sweden University, Faculty of Human Sciences, Department of Education.ORCID iD: 0000-0001-9182-6403
2018 (English)In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, no 4, p. 28-44Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2018. Vol. 17, no 4, p. 28-44
Keywords [en]
didactic; gender differences; teachers’ perceptions; teaching methods
National Category
Didactics
Identifiers
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
Note

Available from: 2018-05-03 Created: 2018-05-03 Last updated: 2019-04-04Bibliographically approved
In thesis
1. Uppfattningar, förväntningar och didaktiska val - en studie om undervisningens betydelse för pojkars skolprestationer
Open this publication in new window or tab >>Uppfattningar, förväntningar och didaktiska val - en studie om undervisningens betydelse för pojkars skolprestationer
2019 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Sundsvall: Mid Sweden University, 2019. p. 57
Series
Mid Sweden University licentiate thesis, ISSN 1652-8948 ; 156
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-35943 (URN)978-91-88527-96-7 (ISBN)
Presentation
2019-04-12, E409, Sundsvall, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2019-04-04 Created: 2019-04-04 Last updated: 2019-04-05Bibliographically approved

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Åhslund, IngelaBoström, Lena

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