本研究應用半結構式訪談，訪談4位小學低年級男導師的經驗與看法，探究因其性別在低年級教學面臨之困難、阻礙與處理方式以及對教學的期許，由男導師的觀點，重新審視與嘗試解構小學低年級教職的性別化。本研究發現，父職經驗既是促發男性任教低年級的動機，也可做為教學與班級經營之參考。教師們指出適合低年級導師職務的主要考量在於教師的特質或個性，而非性別，也主張男性可以透過學習與努力。低年級男導師因為缺乏同性同伴，產生孤立感受。因為自己與學生性別的考量與顧慮，男教師必須找出合宜的方式處理班務，且嘗試以實際行動，弱化低年級導師工作與似母職延伸之聯結。此外，男導師表達繼續任教低年級的意願，也鼓勵其他男教師嘗試低年級教職。

By drawing on the data from semi-structured interviews conducted with four male Low Year homeroom teachers through an exploration of men’s difficulties, obstacles, dealing strategies and teaching expectations, this article attempts to re-examine and deconstruct the gendering of Low Year teaching in primary schools. The findings suggest that child-rearing fatherhood motivated men to teach younger children and benefited their teaching practices. Male teachers argued that rather than teachers’ gender, teachers’ attributes and personalities mattered; thus, teaching abilities can be acquired by means of intentional training and learning. Male homeroom teachers felt isolated because of the rarity of male colleagues in the Low Year teaching contexts. Moreover, due to their gender and stereotypes, male teachers attempted to find suitable ways so as to deal with classroom practices and disassociate the work of Low Year homeroom teacher with an extension of motherhood. Male teachers not only expressed their willing to go on teaching Low Years’ pupils but also encouraged other men to try the work of teaching Low Year.