Learning Experiences of Male Pre-service Preschool Teachers in Taiwan.

MALE preschool teachers; TEACHING methods; EDUCATIONAL background; PRESCHOOL education

Background: The percentage of male teachers in preschools in Taiwan is very low, and thus they have become the disadvantaged minority in preschool teacher training classrooms. Consequently, it is worth investigating the experience of such individuals, and whether the training they receive is both appropriate and adequate. Specifically, should they be taught with teaching methods that are more suited to their educational backgrounds? Or do they have to passively accept the concept that 'real' preschool teachers are female? Aims: The aims of this study are to explore the reasons why males decide to study early childhood care, and to discuss their learning experiences. Sample: Three male pre-service preschool teachers in Taiwan were selected as the research subjects for this study. Method: The data collected for this study included records from official and unofficial interviews and observation notes, to which content analysis was applied. Results: The main reasons why males are willing to enter the realm of preschool education include to start their own business and to get a degree, but interest in the topic itself is not a motivating factor. In their learning experiences, they tend to constantly doubt the value of their jobs as preschool teachers. However, if these men are able to re-position their jobs and develop second specialties, their learning attitudes can become more positive, and they can start to enjoy their careers. Conclusion: There are far more female than male professionals in the field of preschool education. It is thus necessary to provide male preschool teachers with appropriate levels of support, so that they can feel both confident and appreciated in their work, as they still often face considerable resistance from the wider society. [ABSTRACT FROM AUTHOR]

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