排序方式： 共有3条查询结果，搜索用时 0 毫秒
1
1.
A key area of interest is the way in which early years educators’ perceptions about the concept of gender may influence their practice in relation to how children’s ideas about gender might be supported and reinforced. However, this area has received little attention in the highly gender-segregated context of Pakistan. Understanding evidence-based issues related to gender in Pakistan is thus crucial to overcoming educational barriers. This article explored Pakistani female pre-primary teachers’ perceptions and practices related to gender in the early years. Interview and observation data were collected with seven teachers in one urban, co-education school and were analysed thematically. Results indicated that teachers’ perceptions reflect the complex and multifaceted dimensions of gender within the gradually shifting, but still traditional, cultures of Pakistani society. For the most part, female teachers’ views are rooted in dominant patriarchal ideologies, for example, of boys as active and assertive and girls as passive and quiet. However, in a few instances such as in children’s academic performance and play, their perceptions reflect attempts to push gender boundaries which challenge patriarchal ideologies. Teachers’ gender perceptions have significant implications for young children’s development and understanding of gender roles in Pakistan. 相似文献
2.
3.
Almina PARDHAN 《Frontiers of Education in China》2012,7(1):33-64
This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context. In Pakistan, there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity. Over the course of one academic year, data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study. Findings presented in this paper are based on the interview data of two teachers in the sample, a novice and an experienced teacher. Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning, taking into consideration the gender perspective. The results showed tensions in the teachers’ perceptions which contrasted between a constructivist approach and a teacher-directed skills approach. Perceptions of their practice reflected a formal, teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching. Several factors, including deep-rooted perceptions as well as curriculum structure, time, number of staff and resources, contributed to this. 相似文献
1