Issues Regarding the Introduction of Gender Perspective in Teacher Training Courses : The study situation of students and the recognition of "gender and education"

キョウイン ヨウセイ カテイ 二オケル ジェンダー ノ シテン ドウニュウ ノ カダイ ガクセイ ノ リシュウ ジョウキョウ ト ジェンダー ト キョウイク 二タイスル ニンシキ カラ

テラマチ, シンヤ

Teramachi, Shinya

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

Nowadays, the importance of gender equality is recognized in school education, and the two principles of equality and sexism coexist. In teacher training, the necessity of reconsidering role divisions and differences in gender is critically discussed. In this paper, we aimed at clarifying issues of gender perspective that a current teacher training course incorporates. I carried out a questionnaire survey among students in the process of acquiring a teacher’s license. We focused on the following points: (1) the learning situation of the students with regard to gender, (2) recognition of “gender and education,” and (3) opinion about the necessity of having a gender perspective. Findings from the questionnaire survey revealed that even if students were conscious of “gender equality” and “personal respect,” few of them recognized the actual situation related to “gender and education.” It is difficult to figure out problems of gender in school education and, without knowledge about “gender and education,” may become actor who reproduces stereotypical gender order. However, it is not enough that students only possess knowledge. Since gender-related issues are not emphasized in school education, “it is necessary for them to reflect their practice regarding gender-sensitive issues . For such situations, there are four issues in the teacher training courses. First, it is not enough for the teacher training course to supply students with a class regarding “gender and education.” Second, the teacher-training course does not transmit enough knowledge about gender issues to a student. In particular, there are a few students with adequate knowledge related to “education.” Third, there is a bias in the positioning where students take a genderrelated subject. In particular, there tends to be a lot of emphasis placed in the disciplines of domestic science and social studies. Fourth, such a bias may send a message to “be critical about gender only in domestic science and social studies.”