Education for Gender Equality in Teacher Preparation

Abstract

Since the ratification of the United Nations Convention on the Elimination of All Forms of Discrimination Against Women in 1979, education has been regarded as an essential vehicle to face gender inequities. As a result, universities are increasingly recognizing the need for mainstreaming gender into education to ensure that all graduates are prepared for developing a gender-sensitive practice. With the purpose of bringing evidence of present developments in connection with current European policies, student teachers' and educators' perceptions of gender mainstreaming implementation from three education programs at the University of Alicante, Spain were explored. Findings reveal that there is a common view that gender mainstreaming has not emerged as a priority in teacher education and that institutional indifference in implementing a gender approach in teaching is a norm. The study contributes to identifying areas of need suggesting actions for making progress in gender equality training at institutional and curricular levels.

Teacher Educators’ Perceptions of Factors Influencing Gender Mainstreaming Implementation in University Teaching 25 Years after Beijing

“…The idea of congruence (or shared values) highlights the importance of understanding how teacher educators' beliefs about gender align with those of their institutions. Understanding these beliefs and perceptions can provide critical insight into why teacher educators and institutions are or are not motivated to sustain the necessary ideological and curricular transformation [60].…”

“…Gender mainstreaming in university teaching is scarce, not well articulated and lacks well-prepared teacher educators. Current initiatives in GM in Spain depend on the will of educators and even on students' interest in subjects concerning gender [14]. Thus, it is important to raise awareness and seek institutional compromise and responsibility in implementing a gender approach to university teaching aligned to international and national goals.…”

“…In the context of higher education, GM refers to the process of including a gender perspective (GP) into teaching, research and management of faculties and departments using GE plans as instruments for its implementation [14]. In the area of teaching, it translates into a way of teaching that considers sex and gender as key analytical and explanatory variables, which implies that educators must pay attention to the similarities and differences in the experiences, interests, expectations, attitudes and behaviors of women, men, as well any disadvantaged group.…”

Análisis de la formación en igualdad de género y compromiso con los estudios del futuro profesorado

“…Varios estudios ya se han interesado por comprobar qué grado de implicación tiene la perspectiva de género (PG) en los planes de estudios del futuro profesorado y los resultados no han sido demasiado esperanzadores. Un estudio llevado a cabo en la Facultad de Educación de Alicante determinó que solo 1/3 de los docentes implicados en los grados de educación y máster de profesorado se encontraban implicados en la incorporación de la PG y un 78% destacó la falta de preparación para incorporar estas cuestiones en su labor docente (Cardona-Moltó & Miralles-Cardona, 2022). Curiosamente, otra investigación realizada en 2019 determinó que un 53.6% del profesorado que se encontraba en activo en centros educativos consideraba necesario formar al alumnado en género en los grados de Educación Infantil (EI) y Educación Primaria (EP), frente a un 37.1% del profesorado universitario quien no lo consideraba tan relevante (Sangustín & Moyano, 2019).…”