How do Pre-Service Male Primary Teachers Cope with Gender Related Challenges?

Abstract

Male teachers are a minority in both primary teacher training courses and in primary schools around the world. Education research has identified numerous gender-related challenges faced by male primary teachers during their initial teacher training and later when teaching in schools. Despite noting that many males leave teacher training because of these challenges, researchers have spent much less time investigating strategies to assist men cope with them and persist in the profession. This paper aims to help address this gap through an investigation of the challenges pre-service male primary teachers face during their teacher training and identifying practical coping strategies. Findings revealed that the most difficult challenges faced by participants were those concerning physical contact and social isolation. Participants appeared to use a range of functional and dysfunctional coping strategies to deal with these challenges.