Document Details
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Document Type |
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Thesis |
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Document Title |
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Female EFL Teachers' Gender-Related Beliefs and Pedagogical Practices معتقدات معلمات اللغة الانجليزية و ممارساتهم التربوية في ضوء متغير الجنس |
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Subject |
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English Language Institute |
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Document Language |
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Arabic |
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Abstract |
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Teachers’ Gender-related beliefs are viewed to have an influence on their practices, but such studies are lacking in the Middle East. Thus, the present study aims to explore lower-elementary female teachers’ gender-related beliefs and pedagogical practices in single-sex classrooms at a private school in Jeddah, Saudi Arabia. Under the umbrella of cognition framework, the current research follows a mixed method research design. To explore teachers’ gender-related beliefs, the study utilized classroom observations and semi-structured interviews to elicit qualitative data from eight teachers, and a questionnaire to obtain quantitative data. The teachers were observed during two of the classes given to female students and two of the classes given to male ones. Subsequently, a single semi-structured interview was conducted with each teacher. Then, the questionnaire was distributed and completed by 59 teachers. The findings of the interviews resulted in 6 themes (Perceived Differences, Classroom Achievement, Classroom Management, Differential Treatment by Gender, Planning and Delivering Lessons, Motivation) which show that teachers’ gender-related beliefs influence the way they conduct their classes. Moreover, their gender biases determine how they interact with their learners. It was found that although most of the teachers agree that their female learners achieve higher test scores, they do not all accept female superiority in language learning. Additionally, quantitative data taken from the questionnaire corroborated the qualitative findings in most instances. The results suggest that teachers approach their learners through gendered lenses, which is evident in the way teachers carry out their lessons. The study implicates that these findings will help policymakers understand the challenges teachers and students might face in single-sex classrooms led by female teachers. Consequently, teachers should be encouraged by policymakers to self-regulate their behaviour to ensure equality between the genders.
Keywords: Teachers’ beliefs, pedagogical practices, gender, single-sex classrooms, teachers’ cognition. |
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Supervisor |
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Dr. Mona Sabir |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1441 AH
2020 AD |
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Co-Supervisor |
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Dr. Abdulaziz Fageeh |
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Added Date |
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Wednesday, May 20, 2020 |
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Researchers
| بنان يحيى الخزرج | Alkhazraj, Banan | Researcher | Master | |
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