{"id":425460,"date":"2026-08-21T00:39:08","date_gmt":"2026-08-20T16:39:08","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425460"},"modified":"2026-08-24T12:15:37","modified_gmt":"2026-08-24T04:15:37","slug":"%e6%be%b3%e9%96%80%e6%89%98%e5%85%92%e6%89%80%e6%95%99%e8%82%b2%e4%ba%ba%e5%93%a1%e5%b0%8d%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2%e7%9a%84%e6%85%8b%e5%ba%a6","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e6%89%98%e5%85%92%e6%89%80%e6%95%99%e8%82%b2%e4%ba%ba%e5%93%a1%e5%b0%8d%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2%e7%9a%84%e6%85%8b%e5%ba%a6\/","title":{"rendered":"\u6fb3\u9580\u6258\u5152\u6240\u6559\u80b2\u4eba\u54e1\u5c0d\u878d\u5408\u6559\u80b2\u7684\u614b\u5ea6"},"content":{"rendered":"<p>THIS STUDY EMPLOYS A QUALITATIVE RESEARCH METHOD TO EXPLORE KINDERGARTEN TEACHERS&#8217; PERCEPTIONS OF GENDER STEREOTYPES, THEIR VIEWS ON GENDER EQUALITY EDUCATION, AND HOW THESE CONCEPTS ARE IMPLEMENTED IN THEIR TEACHING PRACTICES. ADDITIONALLY, IT ANALYSES THE CHALLENGES FACED IN PROMOTING GENDER EQUALITY EDUCATION IN MACAO AND OFFERS RELEVANT RECOMMENDATIONS. THE STUDY PARTICIPANTS COMPRISED EIGHT IN-SERVICE KINDERGARTEN TEACHERS (FOUR MALES AND FOUR FEMALES) WORKING AT FOUR KINDERGARTENS IN MACAO. THROUGH SEMI-STRUCTURED IN-DEPTH INTERVIEWS, THE STUDY DELVES INTO THE TEACHERS&#8217; EXPERIENCES AND PERSPECTIVES ON IMPLEMENTING GENDER EQUALITY EDUCATION IN KINDERGARTENS. THE STUDY CONCLUDES WITH THE FOLLOWING FINDINGS: 1.\u00a0 \u00a0 \u00a0 \u00a0 TEACHERS HAVE A BASIC UNDERSTANDING OF GENDER EQUALITY; HOWEVER, INFLUENCED BY SOCIETAL TRADITIONS AND FAMILY CULTURES, GENDER STEREOTYPES STILL PERSIST IN THEIR TEACHING. WHILE TEACHERS CAN RECOGNISE AND REFLECT ON THE PRESENCE OF THESE STEREOTYPES AND UNDERSTAND THE CORE CONCEPTS OF GENDER EQUALITY EDUCATION, THEY STILL LACK A COMPREHENSIVE GRASP OF ITS SUBSTANTIVE CONTENT. 2.\u00a0 \u00a0 \u00a0 \u00a0 WHEN PRACTISING GENDER EQUALITY EDUCATION, TEACHERS EXHIBIT VARYING DEGREES OF GENDER STEREOTYPING AND BIAS. MALE TEACHERS, IN PARTICULAR, DISPLAY MORE EVIDENT GENDER BIAS COMPARED TO FEMALE TEACHERS, ESPECIALLY IN THEIR DISCIPLINARY APPROACHES TOWARDS MALE AND FEMALE STUDENTS, WITH MALE TEACHERS BEING MORE STRINGENT WITH BOYS. HOWEVER, NO SIGNIFICANT GENDER DIFFERENCES WERE OBSERVED IN CLASSROOM PERFORMANCE, BEHAVIOURAL DISCIPLINE, ACADEMIC ACHIEVEMENTS, OR TASK DISTRIBUTION. THIS SUGGESTS THAT TEACHERS TREAT STUDENTS OF BOTH GENDERS RELATIVELY EQUALLY, WITH NO CLEAR LINK TO THEIR PERSONAL BACKGROUNDS. 3.\u00a0 \u00a0 \u00a0 \u00a0 REGARDING GENDER EQUALITY AND SOCIAL STATUS, MALE TEACHERS GENERALLY EXPRESS HIGHER SATISFACTION LEVELS THAN FEMALE TEACHERS. MALE TEACHERS BELIEVE THAT GENDER EQUALITY HAS BEEN ACHIEVED, WHEREAS FEMALE TEACHERS FEEL THAT WOMEN REMAIN AT A DISADVANTAGE IN TERMS OF WORK CONDITIONS AND FAMILY RESPONSIBILITIES. 4.\u00a0 \u00a0 \u00a0 \u00a0 TEACHERS IDENTIFY SEVERAL CHALLENGES IN PROMOTING GENDER EQUALITY IN EDUCATION IN MACAO. THIS INCLUDES DEEP-ROOTED SOCIETAL CULTURES, INSUFFICIENT AWARENESS AND UNDERSTANDING OF GENDER EQUALITY EDUCATION AMONG THE GOVERNMENT, THE PUBLIC, TEACHERS, AND PARENTS; GENDER STEREOTYPES IN TEXTBOOKS AND SCHOOL ENVIRONMENTS; THE LACK OF GENDER-RELATED CONTENT IN TEXTBOOKS; AND THE GENDER IMBALANCE AMONG KINDERGARTEN TEACHERS, WITH A MARKED SHORTAGE OF MALE TEACHERS. 5.\u00a0 \u00a0 \u00a0 \u00a0 TEACHERS SUGGEST THAT THE GOVERNMENT SHOULD COLLABORATE WITH EXPERTS TO PROVIDE MORE RELEVANT TEACHER TRAINING OR COMMUNITY SEMINARS FOR TEACHERS AND THE PUBLIC. THESE INITIATIVES SHOULD AIM TO CHALLENGE GENDER STEREOTYPES, RE-EVALUATE THE CONTENT OF TEXTBOOKS AND THE SETUP OF SCHOOL ENVIRONMENTS, AND PROMOTE THE FEASIBILITY AND NECESSITY OF MALE KINDERGARTEN TEACHERS. BASED ON THE STUDY&#8217;S FINDINGS, THE RESEARCHER OFFERS SEVERAL RECOMMENDATIONS FOR ADVANCING GENDER EQUALITY EDUCATION IN MACAO, PROVIDING CONCRETE IDEAS AND REASONABLE REFERENCES. IT IS HOPED THAT THESE SUGGESTIONS WILL SERVE AS VALUABLE REFERENCES FOR FUTURE RELATED RESEARCH. 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