| Summary: | 碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 102 === The purpose of this study is to illuminate how the preschool teachers’ cognition of gender mainstreaming effects on the classroom management. Three preschool teachers are the main objects of this study. In this study, to analyze the teacher’s cognition of the gender characteristic development in different gender through dialogue between three teachers, to clarify the relation between teacher’s experience and teaching beliefs through interview, to explore the teacher’s cognition of the difference between students and teaching strategy through literature review and peer reflection dialogue, and to check the results of classroom management through 6 indexes of gender mainstreaming.
This study indicates:
1. Preschool teacher owns specific gender teaching beliefs which caused by his/her family, education, training, peers, parents of student, and education policy.
2. Indexes of gender mainstreaming provide preschool teachers the reflection of gender issue and help to achieve gender equality.
3. Reflection on teaching, peer’s dialogue, awareness of gender mainstreaming and developing strategies in practice don’t only help teachers to change the view of gender characteristics, but also enable teachers to enhance the professional knowledge of gender.
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