Perception of Prospective Teachers towards Gender Role: A Case Study

Autor/in	Padmanabha, C. H.
Titel	Perception of Prospective Teachers towards Gender Role: A Case Study
Quelle	In: Journal on Educational Psychology, 16 (2023) 4, S.72-77 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Preservice Teachers; Sex Role; Student Attitudes; Internship Programs; Gender Differences; Sex Stereotypes; Sex Fairness; Foreign Countries; India + Suchen Sie Ihr Suchwort? Geschlechterrolle; Schülerverhalten; Berufspraktische Ausbildung; Geschlechterkonflikt; Sexualaufklärung; Ausland; Indien
Abstract	The perceptions of prospective teachers towards gender roles as they learn about this topic in their B.Ed. program and undertaking an internship is the aim of the study. Both classroom practices and perceptions have been examined. As per the National Education Policy (NEP-2020), gender education is supposed to integrate essential subjects, skills, and capacities into the core part of the curriculum. There is also a provision for a Gender Inclusion Fund (GIF). A descriptive method was used to find the result, with a self-made statement schedule having expert validation. The findings of this study show that female prospective teachers are more neutral towards gender roles than their male counterparts. Both are approaching a gender-neutral world, but some dimensions still have stereotypical mindsets. In their classrooms, while the teaching-learning process takes place, they are aware of their behavior toward gender roles. They always try to engage the students in various projects on equal terms, following the protocol of the school where they intern. The results show that if gender studies are taught like any other core subject, observable behavior changes can be seen in both teachers and students. This creates the potential for a gender-neutral world in the long run, which aligns with education's ultimate goal of fostering a happy and prosperous society that facilitates creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01