Identifying a gender-inclusive pedagogy from Maltese science teachers' personal practical knowledge

Teachers bring with them into the science classrooms their own gendered identitities and their views and perceptions about how boys and girls learn and achieve in science. This paper tries to explore the way in which fourteen Maltese science teachers use their own 'personal practical knowledge' to identify their views about gender and science and create their own individual gender-inclusive pedagogy. The study suggests that the science teachers focus more on the individuality of students and on the social and cultural background of the students in their classrooms rather than on gender. The teachers try to develop pedagogies and assessment practices which take into consideration the personal constructs of individual learners. The ideas for such a gender-inclusive pedagogy emerge from their common-sense experience in the classroom, their training as teachers and are closely interrelated to current ideas of social constructivism

Seidman, I.E., Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Science. New York: Teachers College Press, 1991.

Provides practical guidance on the use of interview techniques in phenonenological inquiry

Interviewing as qualitative research: a quide for researcher in education and the social sciences/ Seidman

xvi, 119 hal. ; 21 cm

Interviewing as qualitative research: a quide for researcher in education and the social sciences/ Seidman

xvi, 119 hal. ; 21 cm