Gender in the Teaching Profession: University Students' Views of Teaching as a Career
Povzetek
The purpose of our research is to gain a better insight into what encourages young adults, in particular young women, to enter the teaching profession. The empirical part of the article is based on a pilot study including 132 students, with data collection being based on a survey approach using a questionnaire. The research attempts to address the context from which the desired characteristics of pre-service teachers with regard to their future employment arise. We have therefore tried to single out factors influencing the choice of teaching as a career, and to examine pre-service teachers' attitudes towards the reputation of female and male teachers. The data obtained confirm the thesis that the predominance of women in the teaching profession(s) is an effect of the harmonisation of the female respondents' habitus and their perception of the field they are entering. The perception of the teaching profession as a vocation (calling) that can be linked to the concepts of caring, giving and helping also proves to be very important. The data also confirms the thesis that the orientation towards life and work balance is important to our respondents of both genders.
Prenosi
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Literatura
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Walkerdine V. (1990). School girl fictions. London: Verso Press.
Walkerdine V. (1994). Reasoning in a Post-modern Age in Mathematics. In P. Ernest (Ed.), Education and Philosophy: An International Perspective (pp. 61–75). London: Falmer Press.
Antić Gaber M., Rožman S., & Selišnik I. (2009). Zagotavljanje enakih pravic moških in žensk [Assure equal rights of men and women]. In V. Tašner (Ed.), Brez spopada: kultur, spolov, generacij [Without clash of cultures, genders, generations] (pp. 129–142). Ljubljana: Pedagoška fakulteta Univerze v Ljubljani.
Asimaki A., & Vergidis K. D. (2013). Detecting the Gender Dimension of the Choice of the Teaching Profession Prior to the Economic Crisis and IMF (International Monetary Fund) Memorandum in Greece – A Case Study. International Educational Studies, 6(4), 140–153.
Beauvois J. L. (2000). Razprava o liberalni sužnosti. Analiza podrejanja [Traité de la servitude libérale. Analyse de la soumission]. Ljubljana: Krt.
Bourdieu P. (1990). The Logic of Practice. Cambridge: Polity Press.
Bourdieu P. & Wacquant L. J. D. (1996). An invitation to Reflexive Sociology. Cambridge: Polity Press.
Bourdieu P. (2001). Masculine Domination. Cambridge: Polity Press.
Costa L. R. (2006). The logic of Practices in Pierre Bourdieu. Current Sociology, 54(6), 873–895.
Dillabough J.-A. (2004). Class, culture an the “predicaments of masculine dominationâ€: encountering Pierre Bourdieu. British Journal of Sociology of Education, 25(4), 489–506.
Drudy S. (2008). Gender balance/gender bias: the teaching profession and the impact of feminisation. Gender and Education, 20(4), 309–323.
European Commission/EACEA/Eurydice (2015). The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report: Luxemburg: Publications Office of the European Union.
Ferrie J., Riddell S., & Stafford A. (2006). Undergraduates’ views of teaching as a career. In S. Riddell & L. Tett (Eds.), Gender and Teaching. Where have All the Men Gone? (pp. 32–44). Edinburgh: Dunedin Academic Press.
Field A. (2009). Discovering statistics using SPSS. London: SAGE Publications.
Krais B. (2006). Gender, Sociological Theory and Bourdieu’s Sociology of Practice. Theory, Culture & Society, 23(6), 119–134.
MilharÄiÄ Hladnik M. (1995). Å olstvo in uÄiteljice na Slovenskem [Education and female teachers in Slovenia]. Ljubljana: Znanstveno in publicistiÄno srediÅ¡Äe.
Mrgole JukiÄ T. (1998). »V Å¡olo grem, pa pika!« Izobraževanje deklet v prvi polovici 20. Stoletja [“In school I go!†Education of girls in the first half of 20th century]. In T. Mrgole JukiÄ (Ed.),
Izobraževanje in zaposlovanje žensk nekoÄ in danes [Education and employment of women – past an present] (pp. 101–131). Ptuj: Zgodovinski arhiv.
Noddings N. (1996). On Community. Educational Theory, 46(3), 245–267.
Noddings N. (1992). The challenge to care in schools. New York: Teachers College Press.
Postone M., Calhoun C., & Lippma E. (1993). Introduction: Bourdieu and Social Theory. In C. Calhoun, E. Lippma, & M. Postone (Eds.), Bourdieu – Critical Perspectives (pp. 1–13). Chicago: UCP Richardson P. W. & Watt H. M. G. (2006). Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities. Asia-Pacific Journal of Teacher
Education, 34(1), 27–56.
Riddell S. & Tett L.( 2006). Gender and Teaching. Where have All the Men Gone? Edinburgh: Dunedin Academic Press.
Statistical Office of the Republic of Slovenia [SORS]. Retrieved February 7, 2017, from http://www.stat.si/StatWeb/prikazi-novico?id=5865&idp=9&headerbar=7;
http://pxweb.stat.si/pxweb/Dialog/SaveShow.asp; http://www.stat.si/StatWeb/prikazi-novico?id=6278&idp=9&headerbar=7.
Tašner V., & Rožman S. (2015). The Influence of Changes in the Field of Education on the Position of Women in Slovenian Society and Politics. In M. Antić Gaber (Ed.), Gender Structuring of
Contemporary Slovenia (pp. 37–54). Frankfurt: Peter Lang.
Walkerdine V. (1990). School girl fictions. London: Verso Press.
Walkerdine V. (1994). Reasoning in a Post-modern Age in Mathematics. In P. Ernest (Ed.), Education and Philosophy: An International Perspective (pp. 61–75). London: Falmer Press.
Objavljeno
2017-06-30
Kako citirati
Tašner, V., Žveglič, M., & Mencin Čeplak, M. (2017). Gender in the Teaching Profession: University Students’ Views of Teaching as a Career. Revija Centra Za študij Edukacijskih Strategij , 7(2), 47–69. https://doi.org/10.26529/cepsj.169
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