Montecinos & Nielsen
In this article, we examine how prevailing and alternative conceptions of masculinity framed the ways in which 40 White, male, elementary preservice teachers constructed the meaning of teaching. The imperatives associated with maleness were recognizable through four metaphors frequently used to define teaching and themselves as teachers; to teach is as follows: (a) to be a male role model, (b) to be a sports coach, (c) to appeal to reason, and (d) to prepare oneself for occupations within the field of education that carry more status.
