Lam, R. Y. H., Tse, S. K., Lam, J. W. I., & Loh, E. K. Y. (2010). Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong. Teaching and Teacher Education, 26(4), 754-759. doi: 10.1016/j.tate.2009.10.010.
Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong
Teaching and Teacher Education
Raymond Yu-Hong LAM, Shek Kam TSE, Joseph Wai-Ip LAM, Elizabeth Ka-Yee LOH
A study of 148 primary school teachers and 4867 Grade 4 pupils in Hong Kong found no support for the proposal that boys learn to read better when taught by men teachers. In fact, it was found that both boys and girls learnt better when taught by women. Responses to a teacher questionnaire indicate significant differences in the preferred patterns of teaching favoured by male and female teachers. Responses from men teachers suggest they are more authoritarian, prefer to control pupils' learning, engage pupils in whole-class reading and like to read passages aloud while pupils follow the text. Responses from women teachers suggest they prefer to teach reading in groups, to group pupils according to reading ability, set tasks that suit pupils' stage of learning, allocate more time for pupils to read books and use the school library and encourage pupils to discover for themselves the meaning of new vocabulary encountered in text. The implications of these findings are discussed.