| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 90 === A Study on Elementary Preservice Teachers’ Feminist Pedagogy Knowledge and Competence — Pingtung Teachers College
Chia-Fang Chuna
Abstract
The purposes of this study were to explore the content of feminist pedagogy, investigate elementary preservice teachers’ important perceptive extent of feminist pedagogy knowledge and competence, investigate elementary preservice teachers’ the self-equipment extent of feminist pedagogy knowledge and competence, and investigate elementary preservice teachers’ active perception toward teacher educators’ constructing the feminist classroom. Finally, Researcher wanted to provide useful information for teacher college regarding the gender equity programs to plan and arrange.
This study examined the feminist pedagogy knowledge and competence ,“A questionnaire of elementary preservice teachers’ feminist pedagogy ”was developed, and 506 elementary preservice teachers were surveyed .The data from the questionnaire were statistically analyzed by one-way MANOVA and t-test,etc.. The major findings of this study were as follows：
1.Feminist pedagogy knowledge and competence includes five composition,that is subject/experience/cooperation, awareness/concern, social responsibility and action, voice/empowerment, and diversity/difference. especially, subject/experience/cooperation is the major core.
2.Elementary preservice teachers value the importance of feminist pedagogy knowledge and competence, especially, women and participats in gender avtivity have perception than others .
3.Elementary preservice teachers lack feminist pedagogy knowledge and competence, but preservice teachers of elementary education department, early childhood department, special education department, social education department, language education department, music education department, arts education department, and physical education department have higher the self-equipment than preservice teachers of mathematics education department and nature science education department
4.Teacher educators don’t carry out feminist pedagogy knowledge and competence, especially, social responsibility and action is the most short of composition .
5.Elementary preservice teachers’ feminist pedagogy’s important perceptive extent is more than preservice teachers’ the self-equipment extent . Elementary preservice teachers’ feminist pedagogy’s important perceptive extent is more than preservice teachers’ active perception toward teacher educators’ constructing feminist classroom. Elementary preservice teachers’ self-equipment extent is more than preservice teachers’ active perception toward teacher educators’ constructing feminist classroom .
Based on the findings, this study makes some suggestions for teachers education, teacher educators, and the future study.
Key words：Feminist pedagogy
Gender equity education
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