From male pre-service teachers to pre-service male teachers: Constructing masculinity in teacher education

Abstract

This study explores how male pre-service teachers construct their masculinity in a predominantly female educational environment. Using a six-year multiple-case study, it examines how participants navigated gender expectations, revealing both resistance to and reinforcement of traditional gender norms. Findings show distinct yet intersecting trajectories: strategic adaptation, gender fusion, and identity exploration, each shaped by social expectations, institutional norms, and personal agency. The study contributes to gender research in teacher education by highlighting the paradoxes of masculinity construction and calls for inclusive teacher education programmes that critically engage with gender diversity and identity development.