It is suggested that teachers work from a gender-blind position (Garrahy, 2001). Teachers claim not to interact any differently with boys than with girls. However an examination of the literature base on gender imbalances in student-teacher interaction shows -at times contradicting- unequal interaction patterns for boys and girls (e.g. Beaman, Wheldall & Kemp, 2006; Jones & Dindia, 2004). Several studies emphasize the need to further investigate the effectiveness of interventions aimed at raising teachers' awareness and reflection on gender related interaction (e.g. Myhill, 2002). In this study observation (N=30) and video stimulated recall interviews (N=15) with secondary education teachers are used to investigate teachers' own practice in relation to issues of gender, teaching and learning. Videotaped lessons are analysed from both the researchers as the teachers own perspective to help teachers become aware of differences in positive, negative, social and academic interactions to boys and girls, and of the thoughts, images and emotions that evoke these interactions. Quantitative analysis of the videotapes and qualitative content analysis of teachers' recall and reflections support the suggestion that teachers are unaware of the gender differentiated interaction patterns that are observed in their own lessons. Video stimulated recall alone does in many cases not lead to a significant increase of teachers' awareness of gender-differentiated student-teacher interaction. Additional in depth video stimulated reflection with a more prominent intervention and guidance of the researcher are often required.
|Title of host publication||15th Biennial EARLI Conference for Research on Learning and Instruction, Munich, Germany|
|Publication status||Published - 2013|
|Event||Unknown - |
Duration: 1 Jan 2013 → …
|Period||1/01/13 → …|
- stimulated recall