نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد برنامهریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تهران، تهران، ایران.
2 عضو هیئت علمی و دانشیار گروه روش ها و برنامه های درسی و آموزشی دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
3 عضو هیئت علمی و استاد تمام گروه روش ها و برنامه های درسی و آموزشی دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study was conducted to examine teachers’ perceptions of learners’ gender roles in co-educational rural elementary schools in Qazvin Province. The research used a qualitative approach and a descriptive phenomenological method. The research field included all male and female elementary school teachers in Qazvin Province, from whom a purposive sample was selected based on predetermined criteria. After selecting the sample, semi-structured interviews were conducted with 20 teachers, and the data were analyzed using Colaizzi ’s method . Ultimately, four core concepts emerged: reproduction of gendered order in instructional interactions; boys’ gendered agency in learning; reflection of gender differences in competencies; and reproduction of gender roles in educational and occupational choices. The results indicate that teachers, consciously or unconsciously, are influenced by prevailing cultural patterns and gender stereotypes in society when interpreting and guiding learners’ behaviors; these perceptions, in turn, lead to the reproduction of gender inequalities in the teaching–learning process.
کلیدواژهها [English]
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