Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools
Funding Information: The study is supported by the Icelandic Gender Equality Fund and the Research Fund of the University of Iceland. Sunna K. Símonardóttir PhD assisted the authors with studying the research literature about male teachers. Publisher Copyright: © 2022 The Author(s). Published by Inf...
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ftopinvisindi:oai:opinvisindi.is:20.500.11815/3240 2023-11-12T04:19:30+01:00 Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools Jóhannesson, Ingólfur Ásgeir Ottesen, Andri Rafn Bjarnadóttir, Valgerður S. Faculty of Education and Diversity Education 2022-05-26 16 737986 1-16 https://hdl.handle.net/20.500.11815/3240 https://doi.org/10.1080/20004508.2022.2080343 en eng Education Inquiry; () http://www.scopus.com/inward/record.url?scp=85131197476&partnerID=8YFLogxK Jóhannesson , I Á , Ottesen , A R & Bjarnadóttir , V S 2022 , ' Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools ' , Education Inquiry , pp. 1-16 . https://doi.org/10.1080/20004508.2022.2080343 2000-4508 50654979 2f8105c3-998c-4443-b33b-b3b7893453d3 ORCID: /0000-0002-2506-8111/work/113608720 85131197476 https://hdl.handle.net/20.500.11815/3240 doi:10.1080/20004508.2022.2080343 info:eu-repo/semantics/openAccess Fyrsta kennsluárið Karlar Kennarar Kynhlutverk Karlmennska Male teachers Novise teachers Gender Masculinity Bodily resources Education /dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article 2022 ftopinvisindi https://doi.org/20.500.11815/324010.1080/20004508.2022.2080343 2023-11-01T23:55:20Z Funding Information: The study is supported by the Icelandic Gender Equality Fund and the Research Fund of the University of Iceland. Sunna K. Símonardóttir PhD assisted the authors with studying the research literature about male teachers. Publisher Copyright: © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This article presents an interview study with seven newlygraduated male teachers in Icelandic compulsory schools. We interviewed them five times during their first two years of teaching. The focus is on the ways in which the gender of the novice teachers mattered in the expectations that they experienced and how these expectations interacted with the professional demands of being a teacher. The interviews reveal that hegemonic masculinity ideas have an impact on the minds of our interviewees as they experienced various expectations, based in such masculinity. The findings also suggest a tension between the expectations of men as natural disciplinarians and the professional induction of learning to become a teacher. Male-specific expectations included that the school as well as parents expected that the students had respect for them on the grounds that they were men. While such expectations gave some a head start with positional authority, it laid a burden on them as novices. Not all of our interviewees fitted the male-specific expectations, which supports the importance of breaking down gendered stereotypes. In recruiting teachers, regardless of gender, we need individuals able to perform professional practices of care and attention to detail in managing a classroom. Peer reviewed Article in Journal/Newspaper Iceland Opin vísindi (Iceland) Education Inquiry 1 15 |
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Opin vísindi (Iceland) |
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ftopinvisindi |
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English |
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Fyrsta kennsluárið Karlar Kennarar Kynhlutverk Karlmennska Male teachers Novise teachers Gender Masculinity Bodily resources Education |
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Fyrsta kennsluárið Karlar Kennarar Kynhlutverk Karlmennska Male teachers Novise teachers Gender Masculinity Bodily resources Education Jóhannesson, Ingólfur Ásgeir Ottesen, Andri Rafn Bjarnadóttir, Valgerður S. Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools |
topic_facet |
Fyrsta kennsluárið Karlar Kennarar Kynhlutverk Karlmennska Male teachers Novise teachers Gender Masculinity Bodily resources Education |
description |
Funding Information: The study is supported by the Icelandic Gender Equality Fund and the Research Fund of the University of Iceland. Sunna K. Símonardóttir PhD assisted the authors with studying the research literature about male teachers. Publisher Copyright: © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This article presents an interview study with seven newlygraduated male teachers in Icelandic compulsory schools. We interviewed them five times during their first two years of teaching. The focus is on the ways in which the gender of the novice teachers mattered in the expectations that they experienced and how these expectations interacted with the professional demands of being a teacher. The interviews reveal that hegemonic masculinity ideas have an impact on the minds of our interviewees as they experienced various expectations, based in such masculinity. The findings also suggest a tension between the expectations of men as natural disciplinarians and the professional induction of learning to become a teacher. Male-specific expectations included that the school as well as parents expected that the students had respect for them on the grounds that they were men. While such expectations gave some a head start with positional authority, it laid a burden on them as novices. Not all of our interviewees fitted the male-specific expectations, which supports the importance of breaking down gendered stereotypes. In recruiting teachers, regardless of gender, we need individuals able to perform professional practices of care and attention to detail in managing a classroom. Peer reviewed |
author2 |
Faculty of Education and Diversity Education |
format |
Article in Journal/Newspaper |
author |
Jóhannesson, Ingólfur Ásgeir Ottesen, Andri Rafn Bjarnadóttir, Valgerður S. |
author_facet |
Jóhannesson, Ingólfur Ásgeir Ottesen, Andri Rafn Bjarnadóttir, Valgerður S. |
author_sort |
Jóhannesson, Ingólfur Ásgeir |
title |
Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools |
title_short |
Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools |
title_full |
Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools |
title_fullStr |
Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools |
title_full_unstemmed |
Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools |
title_sort |
natural disciplinarians or learning from the job? the first two years of seven male teachers in icelandic compulsory schools |
publishDate |
2022 |
url |
https://hdl.handle.net/20.500.11815/3240 https://doi.org/10.1080/20004508.2022.2080343 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Education Inquiry; () http://www.scopus.com/inward/record.url?scp=85131197476&partnerID=8YFLogxK Jóhannesson , I Á , Ottesen , A R & Bjarnadóttir , V S 2022 , ' Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools ' , Education Inquiry , pp. 1-16 . https://doi.org/10.1080/20004508.2022.2080343 2000-4508 50654979 2f8105c3-998c-4443-b33b-b3b7893453d3 ORCID: /0000-0002-2506-8111/work/113608720 85131197476 https://hdl.handle.net/20.500.11815/3240 doi:10.1080/20004508.2022.2080343 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/20.500.11815/324010.1080/20004508.2022.2080343 |
container_title |
Education Inquiry |
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15 |
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