THỰC TRẠNG ĐỊNH KIẾN GIỚI CỦA GIÁO VIÊN TẠI MỘT SỐ TRƯỜNG MẦM NON TRÊN ĐỊA BÀN THÀNH PHỐ HÀ NỘI

In preschool education, teachers' gender stereotypes affect the organization of the environment, creating opportunities for children to explore, express, and develop abilities. This study focuses on understanding gender bias among 30 teachers at 3 preschools in Hanoi city. This quantitative study uses questionnaires and self-assessment of teachers on knowledge, attitudes, and practices, combined with in-depth interviews of 3 cases. The results indicate that preschool teachers have limited knowledge regarding gender and gender equality. Teachers self-assess that they have some initial understanding of gender stereotypes and the effects of gender stereotypes on children. Teachers do not intentionally have gender-biased attitudes and behaviors when organizing children's educational activities. However, in reality, they still show mechanical and stereotypical attitudes and behaviors related to factors of gender in the classroom. The results of this research are the basis for finding solutions in training and fostering preschool teachers to minimize gender stereotypes in education.