More men in primary schools? : Analysis of the demand for more men in primary schools, with particular consideration of sociological arguments

Erwin Hinterholzer

ISBN 10: 6209018475 / ISBN 13: 9786209018473

Published by Our Knowledge Publishing, 2025

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - In Austria, 7.8% of primary school teachers were male in the 2013/14 school year. This paper examines positions and arguments in favour of more men in primary schools in academic discourse and among primary school teachers. A particular focus is placed on the sociological context. After listing statistical data on men in primary schools in Austria, the field of discourse is described. In a categorisation of qualitative aspects of this demand, arguments are assigned to a developmental psychological, educational and sociological context. In guided interviews with primary school teachers, the research hypothesis can be confirmed: arguments from a sociological context are mentioned spontaneously in interviews without prompting. A review of the literature and empirical findings are followed by perspectives for practice. More qualified men in primary schools are seen as an asset in the academic literature and by teachers. However, there are conflicting arguments about whether this is a pressing requirement.

Seller Inventory # 9786209018473

Bibliographic Details

• Title: More men in primary schools? : Analysis of the demand for more men in primary schools, with particular consideration of sociological arguments
• Publisher: Our Knowledge Publishing
• Publication Date: 2025
• Language: English
• ISBN 10: 6209018475
• ISBN 13: 9786209018473
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 6D millimeters 220 millimeters width by 150 millimeters height by 6 millimeters depth
• Weight: 155 grams

About this title

Synopsis

In Austria, 7.8% of primary school teachers were male in the 2013/14 school year. This paper examines positions and arguments in favour of more men in primary schools in academic discourse and among primary school teachers. A particular focus is placed on the sociological context. After listing statistical data on men in primary schools in Austria, the field of discourse is described. In a categorisation of qualitative aspects of this demand, arguments are assigned to a developmental psychological, educational and sociological context. In guided interviews with primary school teachers, the research hypothesis can be confirmed: arguments from a sociological context are mentioned spontaneously in interviews without prompting. A review of the literature and empirical findings are followed by perspectives for practice. More qualified men in primary schools are seen as an asset in the academic literature and by teachers. However, there are conflicting arguments about whether this is a pressing requirement.