A disjunction between personal professional and societal values in pre-service teacher education
Faculty of Community Services, Education and Social Sciences
School of Education
The study sought to ascertain the success of a preservice unit in which one module focussed on developing 'gender fair' attitudes in education students. The subjects of the study were students in their second year of a Bachelor of Education degree studying the 'Social Justice and Equity in Schools' unit. Collaborative action research methods were used to collect data over a three month period. It was found that 85% of students attempted to use gender fair approaches and material when observed on teaching practice. While the outcome of pre-service teacher education was positive, it was acknowledged that there was always the problem of achieving effective change in their future role as practising teachers in a loosely coupled, conservative education system.