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Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools

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dc.contributor.author Jóhannesson, Ingólfur Ásgeir
dc.contributor.author Ottesen, Andri Rafn
dc.contributor.author Bjarnadóttir, Valgerður S.
dc.date.accessioned 2022-06-14T01:02:50Z
dc.date.available 2022-06-14T01:02:50Z
dc.date.issued 2022-05-26
dc.identifier.citation Jóhannesson , I Á , Ottesen , A R & Bjarnadóttir , V S 2022 , ' Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools ' , Education Inquiry , pp. 1-16 . https://doi.org/10.1080/20004508.2022.2080343
dc.identifier.issn 2000-4508
dc.identifier.other PURE: 50654979
dc.identifier.other PURE UUID: 2f8105c3-998c-4443-b33b-b3b7893453d3
dc.identifier.other ORCID: /0000-0002-2506-8111/work/113608720
dc.identifier.other Scopus: 85131197476
dc.identifier.uri https://hdl.handle.net/20.500.11815/3240
dc.description Funding Information: The study is supported by the Icelandic Gender Equality Fund and the Research Fund of the University of Iceland. Sunna K. Símonardóttir PhD assisted the authors with studying the research literature about male teachers. Publisher Copyright: © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
dc.description.abstract This article presents an interview study with seven newlygraduated male teachers in Icelandic compulsory schools. We interviewed them five times during their first two years of teaching. The focus is on the ways in which the gender of the novice teachers mattered in the expectations that they experienced and how these expectations interacted with the professional demands of being a teacher. The interviews reveal that hegemonic masculinity ideas have an impact on the minds of our interviewees as they experienced various expectations, based in such masculinity. The findings also suggest a tension between the expectations of men as natural disciplinarians and the professional induction of learning to become a teacher. Male-specific expectations included that the school as well as parents expected that the students had respect for them on the grounds that they were men. While such expectations gave some a head start with positional authority, it laid a burden on them as novices. Not all of our interviewees fitted the male-specific expectations, which supports the importance of breaking down gendered stereotypes. In recruiting teachers, regardless of gender, we need individuals able to perform professional practices of care and attention to detail in managing a classroom.
dc.format.extent 16
dc.format.extent 1-16
dc.language.iso en
dc.relation.ispartofseries Education Inquiry; ()
dc.rights info:eu-repo/semantics/openAccess
dc.subject Fyrsta kennsluárið
dc.subject Karlar
dc.subject Kennarar
dc.subject Kynhlutverk
dc.subject Karlmennska
dc.subject Male teachers
dc.subject Novise teachers
dc.subject Gender
dc.subject Masculinity
dc.subject Bodily resources
dc.subject Education
dc.title Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools
dc.type /dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.1080/20004508.2022.2080343
dc.relation.url http://www.scopus.com/inward/record.url?scp=85131197476&partnerID=8YFLogxK
dc.contributor.department Faculty of Education and Diversity
dc.contributor.school Education


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