A Study of Gender Discrimination in a Primary Programme of Teacher Training

Abstract

The degree to which initial teacher training programmes provides students with information on anti‐sexist classroom practices is relatively unknown. In this article it is shown how one primary teacher training course inadvertently promotes gender discriminatory signals in the professional socialisation of the students by transmitting three specific messages about the attitudes and capabilities of girls and boys. These messages are in keeping with their own experience of primary school education, hence, the result is a distinct probability that gender discrimination in schools will continue to feature in the lives of pupils in the early years of education.

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