Pedagogical Differences and Similarities between Male and Female Educators, and Their Impact on Boys' and Girls' Behaviour in Early Childhood Education and Care Institutions in Austria

Autor/inn/en	Huber, Johannes; Traxl, Bernd
Titel	Pedagogical Differences and Similarities between Male and Female Educators, and Their Impact on Boys' and Girls' Behaviour in Early Childhood Education and Care Institutions in Austria
Quelle	In: Research Papers in Education, 33 (2018) 4, S.480-499 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2017.1353674
Schlagwörter	Teaching Methods; Gender Differences; Early Childhood Education; Foreign Countries; Pilot Projects; Mixed Methods Research; Case Studies; Questionnaires; Teacher Characteristics; Measures (Individuals); Rating Scales; Teacher Student Relationship; Preschool Children; Quasiexperimental Design; Attachment Behavior; Austria; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Pilot project; Modellversuch; Pilotprojekt; Case study; Fallstudie; Case Study; Fragebogen; Messdaten; Rating-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Attachment; Bindungsverhalten; Österreich
Abstract	Greater public and scholarly awareness of the educational influence of males (men and fathers) on child development has generated a parallel need for empirical research into the gender-related structure and dynamics of relationships between girls/boys and female/male educators in early childhood education institutions. The Austrian W-INN pilot study, carried out between 2010 and 2012, used a cross-sectional mixed-methods design (video-based observation and questionnaires) to research possible pedagogical differences and similarities between male and female educators, and their impact on boys' and girls' behaviour in early childhood education institutions. Ten Austrian Early Childhood Education and Care (ECEC) groups were recruited: 5 female-only and 5 mixed-gender teams of educators, 30 children (15 boys, 15 girls) aged 4-6. Analysis of data on educational dimensions reveal male and female educators hardly differ (the exception, men are significantly more permissive). Mixed-gender teams produce significantly greater social mobility among children than do female-only teams. Analysing children's behaviour towards educators, clear gender specific effects can be found across various levels of inquiry: girls react less obviously to an educator's gender; boys, especially, are drawn significantly more frequently to a man in the ECEC team. Implications for pedagogical professionalism as well as limitations of the results are discussed. [This article was translated by Richard N. Myers.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01