A case study of the experiences of six African American male teachers in a southern K-12 school district is presented in this study. The purpose of this study was: 1) to hear the voices of African American male teachers in a selected urban school district; 2) to identify the factors that contribute to their job acceptance decisions; 3) to gain an in-depth understanding of why teachers chose teaching as a profession; 4) to determine and understand the nature of the professional lives of these teachers; and finally, 5) to advance our existing knowledge base in attracting African American males to our nation's classrooms. The data collection process consisted of one-on-one, open-ended interview questions with six highly qualified African American male public school teachers in a K-12 school district in the Southern region of the United States. The key themes which emerged through data analysis include: (1) nobility associated with the teaching profession; (2) compassion associated with the teaching profession; (3) stability associated with the teaching profession; (4) family and community influences; (5) life experiences and (6) I was not recruited: I chose this district. Ethic of Care and Critical Race theoretical frameworks were the foundation for the study.

No description available.

Prior to 1820 the teaching profession in the United States was composed predominantly of men. However, with the opening of the American social and economic world to woman, the female teachers became more numerous, until at the close of World War II only about 6 percent of the elementary school teachers in the United States were men.

<p>Sammandrag</p><p>Detta examensarbete bygger på en fallstudie av en manlig pedagog i förskolan. En aktuell fråga i dagens debatt är bristen på män i förskolan, vilket medför att en närmare granskning av manliga pedagoger kontra kvinnliga pedagoger är befogad. Frågan är på vilket sätt manliga pedagogers tänkande och beteende skiljer sig från kvinnliga pedagogers motsvarande? Syftet med den här undersökningen är att med hjälp av videoinspelning i detalj analysera en manlig pedagogs arbete tillsammans med barnen på en förskola. Speciellt söker jag vilka uppgifter en manlig pedagog väljer att utföra tillsammans med barnen, hur han väljer att utföra dem och vilket språk han använder. Den empiriska basen är observationer (videofilm) av en manlig pedagogs arbete under två dagar. Observationerna kompletterades även med en intervju för att genom den få en bredare bild och ett sammanhang utifrån respondentens perspektiv.</p><p>Undersökningen visar i sammanfattning att den manlige pedagogen skiljer sig i ganska hög grad från sina kvinnliga pedagoger och deras arbetssätt. När han valde aktiviteter själv prioriterade han att busa med barnen och själv leka barn. Han deltog i leken som en jämlik, medan den kvinnliga pedagogen behöll sin pedagogroll även i leken. Språkmässigt använder han sig av färre ord och även av en mer direkt kommunikation. Han ser sig själv som ett komplement i den kvinnodominerade pedagoggruppen. Genom att vara ett komplement ser han till att bidra med, enligt honom, typiskt manliga saker och aktiviteter.</p><p>Nyckelord: manlig pedagog, könsroller, manligt språk, förskolan.</p> / <p>Abstract</p><p>This written examination is built upon a case study of a male teacher in preschool. One question that is a burning issue right now is the lack of men in preschool, which implies that a closer study of male versus female teachers is justified. The question is in which way the male teachers behave differently from the female teachers? The purpose with this study is to, with the help of a video recording, analyze a male teacher’s work with children in detail. I am especially interested in which kind of tasks he chooses to do with the children, how he chooses to carry them out and what type of language he uses. The empiric contains mainly of an observation (a video recording) of a male teacher during two days of his work. The observations were supplemented with an interview in order to get a wider picture and to put it into context.</p><p>The study shows in context that the male teacher differs in a lot of ways compared to his female co workers. When he chooses the tasks himself he prioritizes to fuss with the children and to play himself. He participated in the games as an equal, while the female teacher never stopped being a teacher. When it comes to his language, he uses fewer words and also a more direct communication. He regards himself as a complement in the group that is dominated by females. By doing so, he makes sure that he contributes with, according to him, typical male activities and tasks.</p><p>Keywords: male teacher, sex role, male language, preschool.</p>

Sammandrag Detta examensarbete bygger på en fallstudie av en manlig pedagog i förskolan. En aktuell fråga i dagens debatt är bristen på män i förskolan, vilket medför att en närmare granskning av manliga pedagoger kontra kvinnliga pedagoger är befogad. Frågan är på vilket sätt manliga pedagogers tänkande och beteende skiljer sig från kvinnliga pedagogers motsvarande? Syftet med den här undersökningen är att med hjälp av videoinspelning i detalj analysera en manlig pedagogs arbete tillsammans med barnen på en förskola. Speciellt söker jag vilka uppgifter en manlig pedagog väljer att utföra tillsammans med barnen, hur han väljer att utföra dem och vilket språk han använder. Den empiriska basen är observationer (videofilm) av en manlig pedagogs arbete under två dagar. Observationerna kompletterades även med en intervju för att genom den få en bredare bild och ett sammanhang utifrån respondentens perspektiv. Undersökningen visar i sammanfattning att den manlige pedagogen skiljer sig i ganska hög grad från sina kvinnliga pedagoger och deras arbetssätt. När han valde aktiviteter själv prioriterade han att busa med barnen och själv leka barn. Han deltog i leken som en jämlik, medan den kvinnliga pedagogen behöll sin pedagogroll även i leken. Språkmässigt använder han sig av färre ord och även av en mer direkt kommunikation. Han ser sig själv som ett komplement i den kvinnodominerade pedagoggruppen. Genom att vara ett komplement ser han till att bidra med, enligt honom, typiskt manliga saker och aktiviteter. Nyckelord: manlig pedagog, könsroller, manligt språk, förskolan. / Abstract This written examination is built upon a case study of a male teacher in preschool. One question that is a burning issue right now is the lack of men in preschool, which implies that a closer study of male versus female teachers is justified. The question is in which way the male teachers behave differently from the female teachers? The purpose with this study is to, with the help of a video recording, analyze a male teacher’s work with children in detail. I am especially interested in which kind of tasks he chooses to do with the children, how he chooses to carry them out and what type of language he uses. The empiric contains mainly of an observation (a video recording) of a male teacher during two days of his work. The observations were supplemented with an interview in order to get a wider picture and to put it into context. The study shows in context that the male teacher differs in a lot of ways compared to his female co workers. When he chooses the tasks himself he prioritizes to fuss with the children and to play himself. He participated in the games as an equal, while the female teacher never stopped being a teacher. When it comes to his language, he uses fewer words and also a more direct communication. He regards himself as a complement in the group that is dominated by females. By doing so, he makes sure that he contributes with, according to him, typical male activities and tasks. Keywords: male teacher, sex role, male language, preschool.

SOUSA, José Edilmar de. Por acaso existem homens professores de Educação Infantil?: um estudo de casos múltiplos em representações sociais. 2011. 206f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2011. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-18T17:28:58Z No. of bitstreams: 1 2011-DIS-JESOUSA.pdf: 4124470 bytes, checksum: 84e163b35f70835c157fa1cd68732bcb (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-18T17:33:27Z (GMT) No. of bitstreams: 1 2011-DIS-JESOUSA.pdf: 4124470 bytes, checksum: 84e163b35f70835c157fa1cd68732bcb (MD5) / Made available in DSpace on 2014-02-18T17:33:27Z (GMT). No. of bitstreams: 1 2011-DIS-JESOUSA.pdf: 4124470 bytes, checksum: 84e163b35f70835c157fa1cd68732bcb (MD5) Previous issue date: 2011 / Esta dissertação resulta de uma pesquisa cujo objetivo foi investigar como se dá o ingresso e a trajetória de homens professores em duas instituições de educação infantil. Com base numa abordagem qualitativa, foram realizados procedimentos de análise documental, observações e entrevistas com diferentes sujeitos com a utilização de instrumentos específicos para a escuta das crianças. O estudo teve como base teórico-metodológica a Teoria das Representações Sociais (TRS) desenvolvida por Serge Moscovici e sistematizada por Denise Jodelet e as Teorias/Estudos de Gênero. Como resultados, foi possível constatar diferenças e semelhanças entre as duas instituições de educação infantil no que se refere ao ingresso e a trajetória dos professores. Entre as semelhanças, foi possível observar que existe uma representação social da educação infantil como uma fase preparatória para outras etapas fazendo com que a aceitação dos professores pela comunidade escolar seja influenciada pela satisfação ou insatisfação com o trabalho do professor. Existe também por um lado, uma representação do trabalho docente na educação infantil como uma profissão feminina partilhada por uma significativa parcela de sujeitos que entendem ser mais adequado que mulheres exerçam a função por terem mais jeito com crianças e os homens são considerados inadequados por causa dos inúmeros casos de pedofilia de que se ouve falar através da mídia. Por outro lado, existe uma representação do trabalho docente como uma profissão que exige formação profissional específica para atuar com crianças, fazendo com o gênero do/da docente tenha menos importância na avaliação sobre homens atuando na docência com crianças pequenas. Em ambas as instituições, os sujeitos consideram importante para aceitar ou não homens como professores, os conhecerem. Numa das instituições, cujo conhecimento a respeito do professor é mais superficial, há uma atitude mais negativa a respeito do professor. Na outra em que há um conhecimento mais amplo sobre o professor e uma decorrente relação mais estreita entre a comunidade e ele, há uma aceitação massiva da vinda do professor para a escola. Conhecer o professor, portanto é o principal critério para sua aceitação, principalmente entre aquelas/as que compreendem o trabalho docente na educação infantil como uma profissão feminina. Entre as crianças, porém, o grande elemento balizador das suas representações sobre homens na educação infantil diz respeito às experiências positiva e/ou negativas com o professor em sala. Assim, se a experiência é considerada positiva aceitam bem o professor ou o contrário quando a experiência é vista como negativa.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Esta dissertaÃÃo resulta de uma pesquisa cujo objetivo foi investigar como se dà o ingresso e a trajetÃria de homens professores em duas instituiÃÃes de educaÃÃo infantil. Com base numa abordagem qualitativa, foram realizados procedimentos de anÃlise documental, observaÃÃes e entrevistas com diferentes sujeitos com a utilizaÃÃo de instrumentos especÃficos para a escuta das crianÃas. O estudo teve como base teÃrico-metodolÃgica a Teoria das RepresentaÃÃes Sociais (TRS) desenvolvida por Serge Moscovici e sistematizada por Denise Jodelet e as Teorias/Estudos de GÃnero. Como resultados, foi possÃvel constatar diferenÃas e semelhanÃas entre as duas instituiÃÃes de educaÃÃo infantil no que se refere ao ingresso e a trajetÃria dos professores. Entre as semelhanÃas, foi possÃvel observar que existe uma representaÃÃo social da educaÃÃo infantil como uma fase preparatÃria para outras etapas fazendo com que a aceitaÃÃo dos professores pela comunidade escolar seja influenciada pela satisfaÃÃo ou insatisfaÃÃo com o trabalho do professor. Existe tambÃm por um lado, uma representaÃÃo do trabalho docente na educaÃÃo infantil como uma profissÃo feminina partilhada por uma significativa parcela de sujeitos que entendem ser mais adequado que mulheres exerÃam a funÃÃo por terem mais jeito com crianÃas e os homens sÃo considerados inadequados por causa dos inÃmeros casos de pedofilia de que se ouve falar atravÃs da mÃdia. Por outro lado, existe uma representaÃÃo do trabalho docente como uma profissÃo que exige formaÃÃo profissional especÃfica para atuar com crianÃas, fazendo com o gÃnero do/da docente tenha menos importÃncia na avaliaÃÃo sobre homens atuando na docÃncia com crianÃas pequenas. Em ambas as instituiÃÃes, os sujeitos consideram importante para aceitar ou nÃo homens como professores, os conhecerem. Numa das instituiÃÃes, cujo conhecimento a respeito do professor à mais superficial, hà uma atitude mais negativa a respeito do professor. Na outra em que hà um conhecimento mais amplo sobre o professor e uma decorrente relaÃÃo mais estreita entre a comunidade e ele, hà uma aceitaÃÃo massiva da vinda do professor para a escola. Conhecer o professor, portanto à o principal critÃrio para sua aceitaÃÃo, principalmente entre aquelas/as que compreendem o trabalho docente na educaÃÃo infantil como uma profissÃo feminina. Entre as crianÃas, porÃm, o grande elemento balizador das suas representaÃÃes sobre homens na educaÃÃo infantil diz respeito Ãs experiÃncias positiva e/ou negativas com o professor em sala. Assim, se a experiÃncia à considerada positiva aceitam bem o professor ou o contrÃrio quando a experiÃncia à vista como negativa.

Min essä handlar om de erfarenheter jag har som manlig pedagog i förskolan och hur de har påverkat mig som manlig pedagog inom förskolan och mina självupplevda händelser som påverkat mig i min yrkesroll. Den gemensamma nämnaren i mina upplevda händelser jag beskriver är att jag möter tankar om den manliga pedagogen som en förmedlare av värden som antingen ses som goda, eller som hot. Mitt dilemma handlar om att jag som manlig pedagog får förhålla mig till generaliseringar om män som potentiella pedofiler men också generaliseringar om mannen som normskapande och auktoritär aktör i en kvinnodominerad miljö. Uppsatsens huvudsakliga syfte har varit att problematisera och synliggöra olika perspektiv på manliga pedagoger inom förskolan. Min essä sträcker sig över en tidsperiod från slutet av 1990-talet fram till idag.Uppsatsen är skriven i en vetenskaplig essäform. Den är baserad på mina egna erfarenheter och mina erfarenheters möte med olika teoretiska perspektiv och teorier. Att skriva uppsatsen i formen av en erfarenhetsbaserad vetenskaplig essä har hjälpt mig att låta mina erfarenheter möta teoretiska perspektiv och därigenom se mina egenupplevda händelser ur nya perspektiv. I uppsatsens reflekterande del använder jag mig av flera olika teoretiska perspektiv för att kunna få perspektiv på mitt dilemma och nå min frågeställning. Jag inleder uppsatsens reflekterande del med en historisk beskrivning av mannen i den svenska förskolan. Jag beskriver även pedofildebattens ursprung. Med hjälp av olika forskares tankar kring genus, intersektionalitet, maskulinitet och könsmaktsordning reflekterar jag över mitt och de personers handlande som beskrivs i min inledande berättelse. / My essay is about the experiences I have as a male teacher in preschool and how they have influenced me as a male teacher in preschool and my self-experienced events that have influenced me in my professional capacity. The common denominator in my perceived events I describe is that I encounter ideas about the male teacher as a mediator of values that are either seen as good, or as a threat. My dilemma is that I as a male teacher may relate me to generalizations about men as potential pedophiles but also generalizations about men as the norm creation and authoritative actor in a female-dominated environment. The essay's main aim has been to identify the problems and highlight different perspectives of male teachers in preschools. My essay spans a period from the late 1990s to today.The essay is written in a scientific essay form. It is based on my own experience and my experience entities meeting with different theoretical perspectives and theories. Writing the essay in the form of an evidence-based scientific essay has helped me to let my experiences meet theoretical perspective and thereby make my own perceived events from a new perspective. In the essay reflective part, I use several different theoretical perspectives in order to gain perspective on my dilemma and reach my issue. I begin the essay reflective part with a historical description of the man in the Swedish preschool. I also describe pedophile debate origin. Using different researcher’s ideas about gender, intersectionality, masculinity and gender power structure, I reflect on my actions and the persons described in my initial story.

本研究旨在探討臺北市幼兒園家長對男性幼教師專業素養的認同度及在幼兒園任職角色的接受度。本研究採問卷調查法，問卷調查樣本以臺北市十二行政區共十五所幼兒園，含國小附設幼兒園、市立幼兒園、公辦民營幼兒園及私立幼兒園。共計抽取450位幼兒園家長，樣本回收418份，回收率為92.88%；樣本可用405份，可用率90%。研究工具包含自編之「臺北市幼兒園家長對男性幼教師專業素養與任職角色之調查研究」。本研究統計方法包含描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析。研究結果顯示家長教育程度與子女就讀幼兒園所在行政區及園所類型在家長對男性幼教師專業素養認同度、任職角色接受度及在自己子女就讀之幼兒園任職角色接受度等構面有顯著影響；子女就讀之幼兒園內是否有男性幼教師任職，會影響家長對男性幼教師在幼兒園任職的接受度。由研究結果得知，男性幼教師的專業能力是得到肯定的，但仍必須仰賴實際的接觸經驗與相關資訊的透明化，因此男性幼教師需要政府的相關協助包括獎助學金與保障就業等，方能有投入幼教環境的動機，幼兒園主管機關則必須藉由教學分享平台、教學觀摩與親師溝通平台等方式讓男性幼教師能與女性幼教師及家長密切交流，減低家長對男性幼教師的疑慮並增進對男性幼教師的肯定。本研究係以台北市為研究範圍，且僅以問卷調查評估男性幼教師的專業接受度，建議未來研究可將範圍擴大，及可採取質性訪談方式，以訪談或者開放性問卷等方式取得資料，並將研究對象擴及幼兒園管理階層與女性幼教師等層次。 / The study aims to explore the identity of male kindergartens teachers professionalism and their occupational roles in respect to their acceptance by the parents of kids. This study conducts questionnaire solicitation from fifteen kindergartens in twelve districts in Taipei City. 418 sampling questionnaires were collected from a total of selective 450 parents of kindergarten kids. Among those samples 405 are used for this research study. The feedback rate is 92.88% and the available rate is 90%. The fundamental research tools include "The Survey of Professionalism and Occupational Role on Male Kindergarten Teachers by Parents of Preschool Kids in Taipei", which was originated by author. The adopted statistic methods are descriptive statistics, independent t-test, one-way ANOVA, Pearson correlations and multi-step regressions. The conclusion of study can be summarized as follows. The education degree of parents, the districts where kids studied and the pattern of kindergarten affect significantly in recognition of professionalism on male kindergarten teachers, acceptance of occupational role and acceptance of occupational role in the kindergartens kids studied. Besides, the male teachers are in kindergarten or not affected the acceptance of occupational role in kindergarten kids studied in. According to the results, the abilities of male teachers is approved. But the acceptance is still restricted by the experiences of parents and the information they received. Thus, the government can offer guarantee, awards and subsidy to promote male teachers; institutions of preschool teacher education and kindergartens management can create teaching platform and communication platforms, host teaching observation to promote the interaction between parents, male and female teachers. Due to the sample region restricted in Taipei, the researchers can increase the regions and choose Stratified random sampling. Besides, because other professional domains in male kindergarten teachers and the view of male teachers in female teachers are not the content in the research, they can be added in the framework in the future. The future researcher can adopt qualitative research method and increase open questionnaires for parents, and collect dynamic data. Finally, the management in kindergartens, female teachers and male teachers can be added to the object of study.

Abstract Finnish male teacher has been viewed related to e.g. their low number, suspicions of criminal record and salary policy in the past years' teacher discussion. This educational-historical study examines Finnish male teachers' autobiographies and films on them by using narrative approach. The period in focus is the time of independence. Honest attitude towards life, an attempt to serve and please are reflected in the narratives of male teachers' autobiographies. Views on cooperation and voluntary work are emphasised in the narratives of older generation. Conflicts in working and private life increase in narratives describing the period after the war. All teacher generations mention the valuing of teachers' work but the meaning of valuing decreases towards the time of comprehensive school. Finnish school management has been remembered and investigated in the data based on both idyll and conflict. In so far as films are considered, the prevalence of conflict is significant. A mediated solution is often found for conflicts. Many films criticise school as a collective upbringing and educational community. Negative features of school are transferred to screen by many films. Based on the films, the teaching personnel seem to be divided. One group of teachers lean on to the strong institution in their use of power in educating and teaching whereas the other group of teachers presented by the films seem to understand the meaning of individual teaching and upbringing. Impression based on the watched films is that the values and aims of general school discussion are seen on the screen. At times, films also criticise school values. During the period in focus, model teaching has changed from Christianity-based model towards a pluralistic educator influenced by democracy. If films are studied based on their writers, a group of Finnish film directors seem to have a rather negative view on their male teachers. The role of female writers has also had an effect on the descriptions of males. However, the narratives of autobiographies do not strengthen the message conveyed from film texts, for there is no authority based drive towards teaching nor unreasonable keeping under discipline in teachers' narratives. In this study I investigated male teachers in historical context based on films and autobiographies. The general fading of role model and model teaching of male teachers after the war can be seen in the data. Teacher profession is becoming more and more women's profession in Finland. Current interpretation of equality regulations and salaries that are fallen behind strengthen this development. The meanings and hidden expectations set on male teachers in Finnish educational system are continuously transferred to women. Based on the data, it is possible to see the usefulness of male teacher in school. At the same time, many questionable practices that gender-based authority building can include, are seen. Male teacher in his profession has had to function under a strong obligation and control set by the society and the people using school services. This has often resulted in the forming of divided self concept. Teacher's private and working life have often been controversial. / Tiivistelmä Viime vuosien opettajapuheessa suomalaista miesopettajaa on sivuttu muun muassa lukumääräisen vähyyden, rikostaustaepäilyjen ja palkkauspolitiikan yhteydessä. Tämä kasvatushistoriallinen tutkimus tarkastelee narratiivisessa kehyksessä suomalaisten miesopettajien omaelämäkertoja ja heitä esittäviä elokuvia. Tarkasteltava jakso on ollut maan itsenäisyyden aika. Miesopettajien omaelämäkertojen kerronnassa kuvastuvat rehellinen elämänasenne, pyrkimys palvella ja miellyttää. Vanhemmalla sukupolvella korostuvat näkemykset yhteistyöstä ja talkoohengestä. Sodan jälkeistä aikaa esittelevässä kerronnassa kasvavat ristiriidat työpaikoilla ja työn ulkopuolisessa elämässä. Kaikki opettajapolvet mainitsevat opettajan työn arvostuksesta, mutta arvostuksen merkitys vähenee peruskoulua kohden tultaessa. Suomalaista koulunpitoa on muisteltu ja tarkasteltu lähdeaineistossa niin idyllin kuin konfliktin perspektiivistä. Elokuvien osalta konfliktivoittoisuus on merkitsevää. Ristiriidoille löytyy usein soviteltu ratkaisu. Useat elokuvat kritisoivat koulua kollektiivisena kasvatus- ja koulutusyhteisönä. Koululaitoksen negatiiviset kaiut siirtyvät valkokankaalle monien elokuvajaksojen välityksellä. Opettajakunta näyttäisi elokuvien mukaan olevan kaksijakoista. Toiset tukeutuvat kasvattavassa ja opettavassa vallankäytössään vankkaan laitosinstituutioon. Toinen elokuvan näyttämä opettajaryhmä sen sijaan ymmärtää yksilöllisen opetus- ja kasvatustavan merkityksen. Katsotun elokuva-aineiston perusteella jää vaikutelma, että yleisen koulupuheen arvot ja tavoitteet näkyvät valkokankaalla. Välillä elokuva myös kritisoi koulun arvomaailmaa. Tarkasteltavalla ajanjaksolla esikuvallinen opettajuus on muuttunut kristillisyyden sävyttämästä esimerkistä kohti demokratian muovaamaa moniarvoista kasvattajaa. Mikäli elokuvaa tarkastellaan tekijälähtöisesti, on suomalaisen elokuvan ohjaajakunnalla melko negatiivinen näkemys miesopettajistaan. Naiskäsikirjoittajien kynän jälki on myös värittänyt mieskuvauksia. Omaelämäkertojen tekstit sen sijaan eivät elokuvatekstejä vahvista, sillä opettajien kerronnassa ei ole virkaintoista paloa opetustehtäviin eikä oppilaiden perusteetonta kurittamista. Tutkimuksessa tarkastelin miesopettajaa historiallisessa kontekstissa elokuvalähteitten ja omaelämäkertojen mukaan. Miesopettajien roolimalli- ja esikuvaopettajuuden yleinen himmeneminen sodan jälkeen näkyy lähteiden valossa. Opettajan ammatti on Suomessa yhä enenevästi naisten ammatti. Nykyhetken tasa-arvosäädösten tulkinta ja palkkauksen jälkeenjääneisyys varmistavat kehitystä. Merkitykset ja piilo-odotukset, joita miesopettajalle on suomalaisessa koulujärjestelmässä asetettu, siirtyvät enenevästi naiselle. Tutkimuslähteiden valossa on mahdollista nähdä miesopettajan tarpeellisuutta koulussa. Samalla on myös nähtävissä kyseenalaisia käytänteitä, joita sukupuolellinen auktoriteettimuodostus voi pitää sisällään. Miesopettaja ammatissaan on joutunut toimimaan yhteiskunnan ja koulupalveluita kuluttavan väestön vahvan velvoitteen ja kontrollin alaisena. Tämä on vaikuttanut usein kaksijakoisen minäkuvan muovautumiseen. Opettajan siviilielämä ja työelämä ovatkin usein olleet ristiriitaisia.