MALE ELEMENTARY TEACHER CANDIDATES: A NARRATIVE PERSPECTIVE ON THEIR INITIAL CAREER CHOICE

Authors

  • Jon G. Bradley Université d'Ottawa

Abstract

ABSTRACT. Do male teachers have a place in the elementary school? While several research and societal traditions suggest that males should be represented in the elementary classroom, contemporary demographic data dramatically indicate that few males are entering elementary education. Via an initial narrative exploration, a group of beginning male teacher candidates share their thoughts on their own initial career choices and speculate on their professional place in the elementary classroom. RÉSUMÉ. Les enseignants de sexe masculin ont-ils leur place au primaire? Bien que plusieurs recherches et normes sociales semblent indiquer que la présence d'enseignants masculins soit essentielle au primaire, les données démographiques actuelles révèlent clairement que les hommes ne s'intéressent pas à ce palier du système d'éducation. Par le biais d'exposés narratifs, un groupe d'instituteurs débutants échangent des idées sur leur choix de carrière et s'interrogent sur leur rôle professionnel au primaire.

Author Biography

Jon G. Bradley, Université d'Ottawa

JON G. BRADLEY, a former elementary school teacher, is currently an Associate Professor with the Department of Educational Studies, Faculty of Education, McGili University. He is actively committed to the preservice areas of supervised classroom practice and general curriculum integration. JON G. BRADLEY, ex-enseignant au primaire, est actuellement professeur agrégé au département d'études éducationnelles de la faculté des sciences de l'éducation de l'Université McGill. Il s'occupe activement du volet formation avant l'emploi de l'enseignement en classe dirigée et à l'intégration des programmes d'études.

Downloads

Published

2000-04-01

How to Cite

Bradley, J. G. (2000). MALE ELEMENTARY TEACHER CANDIDATES: A NARRATIVE PERSPECTIVE ON THEIR INITIAL CAREER CHOICE. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 35(02). Retrieved from https://mje.mcgill.ca/article/view/8524

Issue

Vol. 35 No. 02 (2000)

Section

Articles

License

Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.

Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.

A copy of our standard form may be requested from mje.education@mcgill.ca