%0 Thesis %1 raghu_development_1992 %A Raghu, Rajeshwari %C Pittsburgh, PA %D 1992 %K EDUCATION, Higher, OF, SOCIOLOGY TEACHER TRAINING %T Development of teachers as political actors in a private German university: How preservice teachers anticipate their contribution to preserving/transforming gender relations %X This study, conducted at the Katholische Universitat Eichstatt in Germany, examines the following questions: (1) How do preservice teachers describe, explain and evaluate existing gender relations in schools and the broader social system? (2) How do these teachers anticipate addressing gender concerns in classrooms, schools, and community, and what "political" strategies do they propose using? (3) What are the messages in the formal and hidden curricula that encourage/discourage prospective teachers to focus energy on addressing gender issues? (4) To what extent do preservice teachers perceive their ideas to be altered during their experiences in the University program? The research involved participant observation, interviews, and document analysis focusing on the students' views, the messages they encountered in readings and lectures, and the hidden curricular messages they were exposed to in classrooms, on campus, and in the community. Male and female students in the first and final years of Grundschule, Hauptschule, Realschule and Gymnasium teacher preparation programs exhibited a range of explanations and evaluations concerning gender relations. They were classified as Conservatives, Liberal feminists, Socialist feminists, and Radical Feminists. In terms of anticipated political actions to address gender issues, all students preferred to adopt low profiles as they all would be state civil servants. Women were reluctant to participate in political actions in public. Male students had fewer problems associating themselves with teachers' union or other formal associations. The formal curriculum of the program was for the most part silent about gender and other social concerns. The program was more focused on preparing teachers to be technically efficient. The hidden curriculum tended to convey conservative messages about gender relations and portrayed educators as relatively inactive in promoting social change through classroom or community activities. The Catholic church and the state, dominated by the conservative Christian Democratic Union Party, were important features of the hidden curriculum. The theoretical and policy implications of students being able to maintain different perspectives on gender relations and political action in the context of a teacher education program dominated by conservative messages are discussed.

@phdthesis{raghu_development_1992, abstract = {This study, conducted at the Katholische Universitat Eichstatt in Germany, examines the following questions: (1) How do preservice teachers describe, explain and evaluate existing gender relations in schools and the broader social system? (2) How do these teachers anticipate addressing gender concerns in classrooms, schools, and community, and what "political" strategies do they propose using? (3) What are the messages in the formal and hidden curricula that encourage/discourage prospective teachers to focus energy on addressing gender issues? (4) To what extent do preservice teachers perceive their ideas to be altered during their experiences in the University program? The research involved participant observation, interviews, and document analysis focusing on the students' views, the messages they encountered in readings and lectures, and the hidden curricular messages they were exposed to in classrooms, on campus, and in the community. Male and female students in the first and final years of Grundschule, Hauptschule, Realschule and Gymnasium teacher preparation programs exhibited a range of explanations and evaluations concerning gender relations. They were classified as Conservatives, Liberal feminists, Socialist feminists, and Radical Feminists. In terms of anticipated political actions to address gender issues, all students preferred to adopt low profiles as they all would be state civil servants. Women were reluctant to participate in political actions in public. Male students had fewer problems associating themselves with teachers' union or other formal associations. The formal curriculum of the program was for the most part silent about gender and other social concerns. The program was more focused on preparing teachers to be technically efficient. The hidden curriculum tended to convey conservative messages about gender relations and portrayed educators as relatively inactive in promoting social change through classroom or community activities. The Catholic church and the state, dominated by the conservative Christian Democratic Union Party, were important features of the hidden curriculum. The theoretical and policy implications of students being able to maintain different perspectives on gender relations and political action in the context of a teacher education program dominated by conservative messages are discussed.}, added-at = {2018-06-19T15:18:45.000+0200}, address = {Pittsburgh, PA}, author = {Raghu, Rajeshwari}, biburl = {https://www.bibsonomy.org/bibtex/266186fd467df0c8115efd7959cd79558/prophe}, interhash = {06ce25c991b00258a5babad0fe5a10b6}, intrahash = {66186fd467df0c8115efd7959cd79558}, keywords = {EDUCATION, Higher, OF, SOCIOLOGY TEACHER TRAINING}, school = {University of Pittsburgh}, shorttitle = {Development of teachers as political actors in a private {German} university: {How} preservice teachers anticipate their contribution to preserving/transforming gender relations}, timestamp = {2018-06-19T15:18:45.000+0200}, title = {Development of teachers as political actors in a private {German} university: {How} preservice teachers anticipate their contribution to preserving/transforming gender relations}, type = {{PhD} {Thesis}}, year = 1992 }