This is an empirical study based on Physical Education and health (PE) teachers' experiences and builds on, for the study, significant literature. The study is about PE teachers’ consideration of gender in the assessment as well as in the selection of lesson content. Semi-structured interviews were employed as method for the data collecting process. Four teachers were interviewed, teachers of PE in elementary and upper secondary school with varied length of professional experience and ages. The interviews were analyzed by the means of content analysis. The results indicate that teachers are gender-aware in sense that they see the student or individual rather than a group of individuals, assesses students' progression rather than the immediate performance and offer a wide range of lesson content so that it will fit all students. Furthermore, the results indicate that gender-aware teachers reflect on their own gender awareness and on what they can do better. Without a gender thinking in school the teaching quality will suffer. Keywords: Gender, Gender systems, Physical education and health, Sex, Pedagogy
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-28766 |
| Date | January 2013 |
| Creators | Fungula, Bob |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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