The gendered, hierarchical construction of teacher identities
Exploring the male primary school teacher voice in Hong Kong
Bibliographic Data
| ID | 11488147 |
|---|---|
| Authors | John Trent (0000-0003-1428-2216, Education University of Hong Kong, corresponding author) |
| Year | 2015 |
| Volume | 30 |
| Issue | 4 |
| Pages | 500-517 |
| Publication date | 2015-07-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2014.973456 |
| OpenAlex | W2084472475 |
| Language | EN |
| Citations received | 4 |
| References cited | 41 |
In response to the perceived ‘feminisation’ of primary school teaching, educational authorities in many countries have implemented policies designed to encourage more men to take up teaching positions in primary schools. While challenges to the efficacy of such policies have emerged in the literature, limited attention has been given to the voice of male primary school teachers themselves. Using a qualitative multiple case study approach, this study addresses this imbalance by examining how five male primary school teachers construct professional identities within Hong Kong primary schools. In-depth interviews give voice to these male primary school teachers, revealing the dominant discourses that make available certain identity positions to all primary school teachers in Hong Kong. The study explores how these five teachers exercise individual agency as they struggle to be recognised as competent members of a community of primary school teachers. The case studies also describe the limits to such personal agency, suggesting the need for policy initiatives that support the identity work of all primary school teachers by going beyond calls for the recruitment of greater numbers of male primary teachers. Some of the ways in which educational policy and practice could provide such support are considered and implications for future research are discussed. [Copyright © 2014 Taylor & Francis.]
Agency (philosophy · Construct (python library · Identity (music · Pedagogy · Primary education · Qualitative research · School teachers · Sociology · Work (physics · Gender Roles and Identity Studies · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Teacher Identity Discourses
Discourse Analysis as Theory and Method
Language as a Local Practice
Second Language Teacher Education
Communities of Practice
Professional Development for Language Teachers
New teachers’ identity shifts at the boundary of teacher education and initial practice
Understanding teacher identity
Critical Applied Linguistics
Analysing Discourse
Calls for more men in primary teaching
The 'feminisation of schooling' or 're-masculinising' primary education?[1]
Towards a hybrid conceptualisation of Chinese women primary school teachers' changing femininities – a case study of Hong Kong
Gender, school management and educational reforms
Male primary school teachers
Silenced gender
Getting recognised
Beginning teachers who stay
Male Teachers as Role Models
Failing to get men into primary teaching
Attracting, recruiting and retaining male teachers
Understanding social theory
Theorizing Language Teacher Identity
Caring and Elementary Teaching
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,57 |
| Citation span | 2019 - 2024 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |