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ERIC Number: EJ1136428
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
The "Good", the ''Bad" and the "Ugly"? Views on Male Teachers in Foundation Phase Education
Petersen, Nadine
South African Journal of Education, v34 n1 Article 772 2014
In the context of the foundation phase, where women tend to dominate, the increasing numbers of male students entering teaching programmes for this phase of schooling has generated considerable praise, as well as criticism. This paper explores the views of two first-year foundation phase (FP) student cohorts at a Johannesburg university about male teachers in the FP. Student responses to two open-ended questions formed the data for this study, with qualitative content analysis procedures used to make sense thereof. Findings indicate an uncomfortable tension between the "good," the "bad", and the "ugly" in student perspectives of male teachers in the FP, where the "good" is reflected in recognition of the valuable role of males in countering the effects of absentee fathers; the "bad" in the various reasons provided for male's unsuitability as teachers of young children; and the "ugly" in the dominant association of males with the perception of a threat of sexual abuse and molestation, much of which is attributed to increased media coverage and public awareness of abuse in schools. The paper concludes with a discussion of the ramifications hereof for teacher education and for the profession.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Preschool Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Johannesburg)
Grant or Contract Numbers: N/A