Citations (26)
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Noam Shpancer, Jessica Fannin, Jordan L. Rush, Katie Rosneck, Mariel Montgomery, William Hove & Maya Venkataraman. (2023) Male caregivers in child daycare: why so few?. Early Child Development and Care 193:7, pages 855-868.
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Oronzo Parlangeli, Paola Palmitesta, Margherita Bracci, Enrica Marchigiani & Stefano Guidi. (2023) Gender role stereotypes at work in humanoid robots. Behaviour & Information Technology 42:3, pages 316-327.
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Weiwei Shang, Tianzuo Yu, Ji Wang, Di Sun & Jiming Su. (2022) Why choose to become a teacher in China? A large-sample study using the Factors Influencing Teaching Choice scale. Asia-Pacific Journal of Teacher Education 50:4, pages 406-423.
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Vusi Msiza. (2020) ‘You are a male teacher but you have a woman’s heart’: Foundation phase teachers negotiating identities in South Africa. Education 3-13 48:6, pages 651-660.
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Limin Zhang, Shulin Yu & Hui Liu. (2019) Understanding teachers’ motivation for and commitment to teaching: profiles of Chinese early career, early childhood teachers. Teachers and Teaching 25:7, pages 890-914.
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Limin Zhang & Mo Wang. (2018) Understanding male kindergarten teachers’ motivation for teaching in mainland China: a case study. Journal of Education for Teaching 44:4, pages 496-499.
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Christian Eidevald, Helena Bergström & Anna Westberg Broström. (2018) Maneuvering suspicions of being a potential pedophile: experiences of male ECEC-workers in Sweden. European Early Childhood Education Research Journal 26:3, pages 407-417.
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Ramazan Sak. (2015) Comparison of self-efficacy between male and female pre-service early childhood teachers. Early Child Development and Care 185:10, pages 1629-1640.
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John Trent. (2015) The gendered, hierarchical construction of teacher identities: exploring the male primary school teacher voice in Hong Kong. Journal of Education Policy 30:4, pages 500-517.
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Ramazan Sak, İkbal Tuba Şahin Sak & İbrahim Yerlikaya. (2015) Behavior management strategies: beliefs and practices of male and female early childhood teachers. European Early Childhood Education Research Journal 23:3, pages 328-339.
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Vaughan Cruickshank, Scott Pedersen, Allen Hill & Rosemary Callingham. (2015) Construction and validation of a survey instrument to determine the gender-related challenges faced by pre-service male primary teachers. International Journal of Research & Method in Education 38:2, pages 184-199.
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Z.B. Erdiller & Ö. Doğan. (2015) The examination of teacher stress among Turkish early childhood education teachers. Early Child Development and Care 185:4, pages 631-646.
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Christine Skelton. (2012) Men teachers and the “feminised” primary school: a review of the literature. Educational Review 64:1, pages 1-19.
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Articles from other publishers (13)
Aruny Amalia Syahida & Daliman Daliman. (2023) Kesejahteraan Psikologis pada Guru PAUD laki-laki (Sebuah Pemaknaan diri sebagai Figur Ayah). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7:5, pages 6327-6342.
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Oğuzcan ÇIĞ. (2023) Men and Masculinities in Professional Fields Characterized by Femininity: An Example of Male Teacher Candidates in Early Childhood Education. Journal of Advanced Education Studies 5, pages 80-103.
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Tina Heather Bonnett & Chase Edwin Wade. (2022) Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada. International Journal of Early Childhood 55:2, pages 187-204.
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Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Daniel J. Cabugsa, Joel M. Torres, Leomar S. Galicia, Aprillette C. Devanadera & Ericson O. Alieto. 2023. Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022). Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022)
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Elena Herrán Izagirre, Nuria Galende Pérez & Gorka Etxebarria Elordui. (2020) Diferencias de Género y Estudios de Acceso en las Creencias del Alumnado de Grado en Educación Infantil sobre el Desarrollo de la Autonomía en el Ciclo 0-3. Revista Iberoamericana de Evaluación Educativa 13:2, pages 49-65.
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Jamal Ahmad, Eman Al-Zboon, Mustafa Fankhour Alkhawaldeh & Amal Al Khatib. (2017) Jordanian Mothers’ and Female Preschool Teachers’ Perceptions of Men Working in Preschools. The Journal of Men's Studies 26:1, pages 77-91.
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Konstantina Rentzou. (2016) Mapping Gender Segregation in Pre-Primary and Primary Education in Cyprus. The Journal of Men’s Studies 25:2, pages 198-219.
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Fatma Tezel Şahin & Ramazan Sak. (2015) A Comparative Study of Male and Female Early Childhood Teachers’ Job Satisfaction in Turkey. Early Childhood Education Journal 44:5, pages 473-481.
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Noleine Fitzallen, Robyn Reaburn & Si FanVaughan Cruickshank. 2014. The Future of Educational Research. The Future of Educational Research
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Ramazan Sak, Ikbal Tuba Sahin & Betul Kubra Sahin. (2012) Views of Female Preschool Pre-service Teachers about Male Teaching Colleagues. Procedia - Social and Behavioral Sciences 47, pages 586-593.
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Sule Erden, Ozkan Ozgun & Munire Aydilek Ciftci. (2011) “I am a man, but i am a pre-school education teacher”: Self- and social-perception of male pre-school teachers. Procedia - Social and Behavioral Sciences 15, pages 3199-3204.
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Besnard Thérèse & Diren Ayşe. (2010) Perseverance of male students in early childhood educator training. Procedia - Social and Behavioral Sciences 2:2, pages 3206-3218.
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