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Identifying a gender-inclusive pedagogy from Maltese science teachers' personal practical knowledge

[journal article]

Chetcuti, Deborah

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-132538

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Abstract Teachers bring with them into the science classrooms their own gendered identitities and their views and perceptions about how boys and girls learn and achieve in science. This paper tries to explore the way in which fourteen Maltese science teachers use their own 'personal practical knowledge' to identify their views about gender and science and 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 which 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, their training as teachers and are closely interrelated to current ideas of social constructivism.
Classification Teachers, Students, Pupils; Women's Studies, Feminist Studies, Gender Studies
Free Keywords science education; gender-related; teacher knowledge; qualitative research; teacher beliefs
Document language English
Publication Year 2008
Page/Pages p. 81-99
Journal International Journal of Science Education, 31 (2008) 1
DOI http://dx.doi.org/10.1080/09500690701647996
Status Postprint; reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)
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