Female science teacher beliefs and attitudes: implications in relation to gender and pedagogical practice |
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| Authors: | Mara Zapata Alejandro J Gallard |
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| Institution: | 1. Department of Curriculum & Instruction, Miami-Dade County Public Schools, 1500 Biscayne Boulevard, 327C, Miami, FL, 33132, USA
2. Science Education, Department of Middle & Secondary Education, Florida State University, 102 Atomic Way, P.O. Box 3064490, Tallahassee, FL, 32306-4490, USA
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| Abstract: | Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender
equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines
the enactment of a female science teacher’s pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes,
as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the
conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy,
present both academically and socially; (b) the devaluing of women as “knowers” of scientific knowledge as defined by a western
and male view of science; (c) the marginalization or “feminization” of education and pedagogical knowledge. The findings reflect
tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new
teachers about their positions as social agents and the sociological implications related to issues of gender within which
we live and work, inclusive of science teaching and learning. |
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