Future primary teachers and pedagogical interactions with boys and girls

Marianela Navarro; Annjeanette Martin; María F. Montoya; Sofía Concha

doi:10.29333/ejmste/14468

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Marianela Navarro ¹ ^* , Annjeanette Martin ¹ , María F. Montoya ¹ , Sofía Concha ¹

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¹ Universidad de los Andes, CHILE^* Corresponding Author

Abstract

This study analyzes the interactions based on student gender that are promoted by future primary school teachers, with three distinct profiles in the subjects of natural sciences and math. The three teacher profiles combine socioemotional variables related to the teaching of these two subjects and variables related to gender bias. 17 class videos of both mathematics and natural sciences in the context of pre-service teacher preparation were analyzed regarding the interactions that took place. A prevalence of interactions directed towards boys was found. Regarding the type of profile, it was found that pre-service teachers with masculine traits promoted more interactions with gender equity. The implications for primary teacher preparation and for the creation of school environments in which girls are encouraged to engage in mathematics and natural sciences are discussed.

Keywords

pedagogical interactions
pre-service teachers
primary school education
gender biases
socioemotional variables

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 5, Article No: em2443

https://doi.org/10.29333/ejmste/14468

Publication date: 01 May 2024

Online publication date: 17 Apr 2024

Article Views: 260

Article Downloads: 170

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How to cite this article

APA

Navarro, M., Martin, A., Montoya, M. F., & Concha, S. (2024). Future primary teachers and pedagogical interactions with boys and girls. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), em2443. https://doi.org/10.29333/ejmste/14468

Vancouver

Navarro M, Martin A, Montoya MF, Concha S. Future primary teachers and pedagogical interactions with boys and girls. EURASIA J Math Sci Tech Ed. 2024;20(5):em2443. https://doi.org/10.29333/ejmste/14468

AMA

Navarro M, Martin A, Montoya MF, Concha S. Future primary teachers and pedagogical interactions with boys and girls. EURASIA J Math Sci Tech Ed. 2024;20(5), em2443. https://doi.org/10.29333/ejmste/14468

Chicago

Navarro, Marianela, Annjeanette Martin, María F. Montoya, and Sofía Concha. "Future primary teachers and pedagogical interactions with boys and girls". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 5 (2024): em2443. https://doi.org/10.29333/ejmste/14468

Harvard

Navarro, M., Martin, A., Montoya, M. F., and Concha, S. (2024). Future primary teachers and pedagogical interactions with boys and girls. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), em2443. https://doi.org/10.29333/ejmste/14468

MLA

Navarro, Marianela et al. "Future primary teachers and pedagogical interactions with boys and girls". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 5, 2024, em2443. https://doi.org/10.29333/ejmste/14468