基础阶段教师对男性照顾者参与幼儿教育的看法

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2021-11-29 DOI:10.4102/sajce.v11i1.1050
M. Mncanca, S. Ramsaroop, N. Petersen
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引用次数: 0

摘要

背景:南非的研究表明,在9岁以下儿童的生活中,男性看护者缺席的比例很高。在这方面,基础阶段的教师能够很好地提供意见,并阐明学校如何为改善男性看护者对孩子早期教育的参与做出贡献。目的:本研究旨在探讨基础阶段教师对男性照顾者参与幼儿教育和发展的看法。背景:本文报告了在约翰内斯堡附近的三所乡镇学校进行的混合方法研究的定性阶段。方法:对三所学校的17名基础阶段教师进行焦点小组访谈。在通用的定性数据分析方法中进行了迭代编码过程,以阐明总体思想和主题。结果:研究结果突显了教师对女性和男性在基础阶段儿童的教育和发展中的角色以及对儿童护理安排的想当然的性别假设如何影响他们与父母的沟通方式,从而无意识地疏远了男性护理者。结论:尽管教师们没有考虑到男性照顾者在儿童早期教育中的作用,但他们承认这样的任务对学习者和学校都是有益的。因此,作者主张进行培训,旨在使基础阶段的教师具备必要的基本能力,以激励和增加男性护理人员有意义地参与学习者的职前和在职教师专业发展教育。
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Foundation phase teachers’ views of the involvement of male caregivers in young children’s education
Background: Studies in South Africa show a high prevalence of male caregiver absence in the lives of children under the age of 9 years. In this respect, foundation phase teachers are well positioned to provide input and shed light on how schools can contribute towards improving male caregiver involvement in their children’s early education.Aim: This study aimed to explore foundation phase teachers’ views of the involvement of male caregivers in the education and development of young children.Setting: The paper reports on the qualitative phase of a mixed methods study conducted in three township schools near Johannesburg.Methods: Focus group interviews involving a sample of 17 foundation phase teachers were conducted in three schools. An iterative coding process within a generic qualitative data analysis approach was carried out to articulate overarching ideas and themes.Results: The results highlight how teachers’ taken-for-granted gendered assumptions about the roles of females and males in the education and development of foundation phase children and about the children’s care arrangements influence how they communicate with parents, unconsciously alienating male caregivers.Conclusion: Although teachers had not considered the role of male caregivers in the early years of children’s education, they acknowledged that such an undertaking would be beneficial to the learners and the school. Therefore, the authors argue for training aimed at capacitating foundation phase teachers with the essential competencies necessary to galvanise and increase meaningful involvement of male caregivers in the education of learners in pre-service and in-service teacher professional development.
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
期刊最新文献
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