How supporting males on an undergraduate course can support their engagement

Amena, D.

Barrell, Rachel

Howard, Colin

University of Worcester Research and Publications

'Fostering a sense of belonging and empowerment for male students in undergraduate teacher education courses' Rachel Barrell, Darren Amena and Colin Howard Research Overview  • Warwick et al (2012) outlines evidence to show how male teachers are in the minority in primary schools (15%). • Males are twice as likely as female to leave ITE courses which trainees making up just over 10% of cohorts. • Mills et al (2010) see the teaching profession as being feminized and thus a reduced number of male role models for pupils. • By increasing the number of males will help to provide a greater diversity of teaching and be more representative of society as a whole. Current Situation  • Currently on the B.A (Hons) QTS course the current % of male trainees in the cohort are XX. • Realization that males must be feeling isolated and under represented on the course as a whole.  Action Plan • The establishment of a male ‘Working in Partnership Group’ (WiP) was established to complement the work of other WiP initiatives. • Meeting established and priorities set to try and include/raise male trainee profile.  Issues raised included • Male trainees placement with male teachers when on SE. • Male buddies to support trainees through each SE. • Profile of trainees at events such as open days and talks. • Trainees awareness of issues linked to being an NQT. • Networking in university for social cohesion across year groups and courses. Current Situation • New placement patterning to take account of male trainees placement with male teachers when on SE. • First SE male buddies support meeting set up. • Increased profile of trainees at events such as open days and talks. • Male NQT’s now identified to meet with. • Networking opportunity for social cohesion across year groups and courses provided.  References • Mills, M., Martino, W., & Lingard, B. (2010) Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate. British Journal of Sociology of Education, 25(3), 355-369. • Warwick, J., Warwick, P., & Hopper, B. (2012) Primary teacher trainee perspectives on a male-only support group: moving beyond the ‘freak show’. An international journal of teachers’ professional development, 16(1), 55-76. 

Fostering a Sense of Belonging and Empowerment for Male Students in Undergraduate Teacher Education Courses

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University of Worcester Research and Publications