Brundrett, M, Ankers De Salis, C, Rowley, A and Stokell, K (2018) Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 1475-7575

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Abstract

Primary teaching ITT courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed methods approach was employed; 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes.

Item Type:	Article
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13: International Journal of Primary, Elementary and Early Years Education on 27/7/18, available online: http://www.tandfonline.com/10.1080/03004279.2018.1498997
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions:	Education
Publisher:	Taylor and Francis
Date Deposited:	05 Jul 2018 10:23
Last Modified:	01 Jul 2024 06:47
DOI or ID number:	10.1080/03004279.2018.1498997
URI:	https://researchonline.ljmu.ac.uk/id/eprint/8918

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