Changing attitudes: teacher reflection as a tool to promote gender equality in primary schools

Teachers’ discussions about their life histories and their practice were analysed to evaluate the possible application of reflection as a useful tool to promote gender equality. In semi-structured interviews, 14 teachers from English primary schools reflected on the influences which had shaped them, their exposure to gender stereotypes and how these may have contributed to their own pedagogic approaches and interactions with pupils. Findings suggest that this approach can be a powerful tool in changing attitudes; the teachers in the sample demonstrated a willingness to alter their practice, changing their behaviour, language, choice of resources, approaches to curriculum and management of the learning environment. The data suggest that inviting teachers to reflect on their personal experiences and their potential implications for their professional practice, may trigger long-lasting attitudinal change which can be effective in promoting equality to the benefit of pupils at an important stage in their gender construction.