碩士 / 國立臺灣師範大學 / 教育學系 / 100 / The purpose of this study is to solve my difficulties to interact with male students. When I was a student-teacher and beginning teacher of junior high school, I had many conflicts with my male students. I did not know how to interact with them, and I had no idea how to solve their behavioral problems. Therefore I decided to explore the struggles between my male students and me, and then I wanted to learn more strategies to interact with them. After the exploration, I used these strategies to interact with my male students, and I found some changes and critical thinking.
First, I undertook narrative inquiry to analyze my past life. From my stories of family and schools, I understood more about my stereotyped gender concepts and authoritative teacher-student relationship. And From my stories of being a beginning teacher, I found the gap between my male students and me, including gender differences and expectation of teacher-student relationship.
Second, I interviewed six female experienced teachers to learn how they made good interaction with their male students. In public, female experienced teachers had to control male students. To reach the goal, three strategies was usually applied: Performing masculinity, showing personal ability and emphasizing rules. In private, female experienced teachers usually praised and empathized with male students. Sometimes they played the role as mothers and sometimes as friends. In some specific case, they made it a win-win situation by negotiation. Besides, when male students challenged female experienced teachers with words and behaviors about sex, female experienced teachers would face the challenges, beat them up and announce male students the relative law and responsibility. The strategies mentioned above show the gender performativity of female experienced teachers is flexible by situation, and the relationship between teachers and students becomes more like friendship.
When I coming back to school, I found something changed. I had more gender consciousness, and I restructured my teacher-student relationship. Facing male students, I can apply more strategies and flexible gender performativity to make better teacher-student interaction.
| Identifer | oai:union.ndltd.org:TW/100NTNU5332021 |
| Date | January 2012 |
| Creators | 張家瑋 |
| Contributors | 劉美慧 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 205 |
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