NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ821710
Record Type: Journal
Publication Date: 2009-Jan
Pages: 19
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0950-0693
Identifying a Gender-Inclusive Pedagogy from Maltese Teachers' Personal Practical Knowledge
Chetcuti, Deborah
International Journal of Science Education, v31 n1 p81-99 Jan 2009
Teachers bring with them into the science classrooms their own gendered identities and their views and perceptions about how boys and girls learn and achieve in science. This paper tries to explore the way in which 14 Maltese science teachers use their own "personal practical knowledge" to identify their views about gender and science and to create their own individual gender-inclusive pedagogy. The study suggests that the science teachers focus more on the individuality of students and on the social and cultural background of the students in their classrooms rather than on gender. The teachers try to develop pedagogies and assessment practices that take into consideration the personal constructs of individual learners. The ideas for such a gender-inclusive pedagogy emerge from their common-sense experience in the classroom and their training as teachers, and are closely interrelated to current ideas of social constructivism. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malta