ABSTRACT

This study aimed to explore gender stereotypes and their impact upon perceived roles and practice of in-service physical education teachers. Twenty-one qualified PE teachers completed an online story completion method and results were analysed using reflexive thematic analysis. Comparisons were generated between the two-story stems: between male and female participants and between the hypothetical stories and direct question answers. Results showed that teachers’ perceptions largely conformed to typical gender stereotypes, including stereotypical views on gender roles, gendered sports and story character assumptions. Participants did not attribute stereotype reproduction to themselves as teachers and negative external pressures arose as a common reasoning for stereotypical practice. However, only female participants highlighted parents and peers as significant contributors, whereas both genders highlighted governmental pressures such as curriculum design. This study displayed that gender segregation, masculine and feminine discourses and gendered habitus are still prominent within PE.

摘要

本研究旨在探讨性别刻板印象及其对在职体育教师感知角色和实践的影响。21 名合格的体育教师完成了在线故事完成方法，并使用反思性主题分析对结果进行了分析。在两个故事的词干之间进行了比较：男性和女性参与者之间以及假设故事和直接问题答案之间。结果表明，教师的观念在很大程度上符合典型的性别刻板印象，包括对性别角色、性别运动和故事人物假设的刻板印象。参与者没有将刻板印象的复制归因于自己作为教师，而负面的外部压力是刻板印象实践的常见原因。然而，只有女性参与者强调父母和同龄人是重要的贡献者，而两性都强调政府压力，例如课程设计。这项研究表明，性别隔离、男性和女性话语以及性别习惯在体育教育中仍然很突出。