Doktorarbeit: Geschlechtergerechtigkeit im koedukativen Sportunterricht

Geschlechtergerechtigkeit im koedukativen Sportunterricht

Eine empirische Analyse zur Genderkompetenz von Sportlehrkräften in der gymnasialen Sekundarstufe I

Studien zur Schulpädagogik, Band 85

Hamburg 2018, 326 Seiten
ISBN 978-3-8300-9983-3 (Print), ISBN 978-3-339-09983-9 (eBook)

Genderforschung, Genderkompetenz, Geschlechtererziehung, Geschlechtergerechtigkeit, Gymnasium, Heterogenität, Koedukation, Lehrerbefragung, Schüler, Schulsport, Sekundarstufe I, Soziologie, Sportlehrer, Sportlehrkräfte, Sportunterricht

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The gender-equitable education of girls and boys in coeducational physical education presents sports teachers with a challenging task: on the one hand, educators must sensitively consider existing differences and, on the other hand, promote equal opportunities for development - without stereotyping.

In recent decades, various concepts for a constructive handling of performance and interest heterogeneity in gender-mixed sports groups have been developed on a scientific level. However, scholars have critisized that these educational approaches are widely neglected in everyday school practice. Until now, it has not been sufficiently empirically tested how gender-competent physical education teachers actually are.

The aim of this paper is to analyse the existing scholarly debate on coeducation and shed light on the implementation of coeducational concepts and findings in practice. For this purpose, specific criteria for the gender competence of sports teachers - which is composed of the three subdimensions of will, knowledge and ability - are derived on the basis of the current state of research.

Whether the teachers predominantly meet the criteria of gender competence, is analyzed in a quantitative study. 345 sports teachers of Sekundarstufe I (academic years 5-9 at German secondary schools) in Berlin and North Rhine-Westphalia are surveyed. In the hypothesis-guided data analysis, the four independent variables gender, age, previous experience and federal state of the sports teachers are taken into account.

In summary, it can be seen that the question of sports teachers’ gender competence has to be answered in a differentiated way. On the one hand, they have a higher level of gender competence than critical scholarly contributions have suggested. On the other hand, the level of competence decreases from the subdimensions of will to knowledge and from knowledge to ability.

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