How Did ‘He’ Learn? The Male Pre-service Preschool Teachers’ Experiences: Feminist Pedagogy Point of View

Abstract

When gender differences lead to an unbalanced structure in preschool education training classrooms, this cause a problem; traditional training courses for pre-service preschool teachers have resulted in their robustness to male learners. This article investigates the experiences of individuals who have studied preschool education in Taiwan. Three participants were interviewed, with a particular focus on their learning experience that adopted an in-depth interview method. The results found that males entering the realm of preschool education are often not considering becoming a preschool teacher. By failing to contribute to discussions, reacting dismissively to instruction, and pursuing outside specialties, the learning experience from a social perspective and gender stereotypes could aid them in getting better jobs.

Keywords: Feminist Pedagogy, Male Pre-service Preschool Teachers, Male Learning Experiences.