La feminización de la Educación Infantil. Un estudio de caso de estudiantes varones en la Universidad de Málaga

Alba, Blas González; Márquez, Esther Polo; Calvo, Pedro José Jiménez

doi:10.4995/redu.2021.14600

Cited by 8 publications

(7 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Another possible reason for these differences lies in the characteristics of the students in each speciality. In this sense, it is worth highlighting the clear feminisation of BDECE students and the proactive tendency shown by women towards sustainability [9,15,61]. Hence, these variations in results may also be closely related to some gender issues.…”

Section: Discussionmentioning

confidence: 93%

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

et al. 2021

View full text Add to dashboard Cite

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

show abstract

Section: Discussionmentioning

confidence: 93%

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

et al. 2021

View full text Add to dashboard Cite

show abstract

“…According to the interviews and the analysis of the life histories, it is clear that the choice of the education career was through the family environment, parents or relatives who practiced the career (1:23), coinciding in part with the motivational dimensions for choosing a professional career (Araya-Pizarro, 2019). An emerging category is the feminization that associates, the education career with the female gender (González Alba et al, 2021), results that partly coincide with derivations of the identity of teachers in initial training (Delgado-García & De La O Toscano Cruz, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…In this sense, the beginning of the career choice requires factors such as professional vocation and extrinsic motivations. In addition to the pressure of family, friends and parental approval (Araya-Pizarro, 2019), gender should not be left aside as a relevant and imperative element when choosing a career in education (González Alba et al, 2021). Identity is the social function that fulfills and is transformed according to the reality of a traditional society, which generates an identity crisis; which underlines that identity is linked to social commitment (García-Huidobro Munita & Ferrada-Sullivan, 2020;Tejeda González, 2005).…”

Section: Introductionmentioning

confidence: 99%

Unveiling the Professional Identity of University Educators: A Qualitative Study

Suyo-Vega,

Meneses-La-Riva,

Fernández-Bedoya

et al. 2024

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

The formation of a university professor's identity is a complex process, which begins with academic training and evolves through professional practice. This study explores the experiences that shape the identity of university teachers, focusing on personal, social and professional perspectives. Through the qualitative approach, using in-depth interviews with 10 participants with an average age of 50 years, the research revealed significant factors. It found a correlation between female gender and preference for teaching careers, as well as the substantial influence of parental guidance on career choice, driven by considerations of economic stability and familiar work environments. In terms of personal identity, the testimonies underscored the influential role of parental expectations in career decision making. Social identity was strongly influenced by family prestige and the broader social context. On the professional level, the research revealed that years of positive teaching experience contribute to the reinforcement of one's professional identity. However, it also highlighted the fluid nature of a university professor's teaching identity, subject to the fluctuations of positive and negative experiences encountered in daily practice. While these experiences can reinforce a sense of vocation and professional development, the lack of a cohesive teaching identity poses risks to the quality of educational services provided to students. Received: 7 September 2023 / Accepted: 23 April 2024 / Published: 5 May 2024

show abstract

“…Regarding the impact of gender on participants’ perceptions toward COIL, there was an uneven distribution of male and female subjects in our study, with 78.1% being female and 21.9% being male. Nevertheless, this disproportion can be justified by taking into account the feminization of the teaching profession, as numerous studies indicate that it is more prevalent for teachers to be female not only in the Spanish context (González-Alba et al , 2021; Verástegui-Martínez, 2018) but also in others (Kelleher, 2011; Schmude and Jackisch, 2019). In any case, the results show valuable insights into the attitudes of participants toward the potential of COIL.…”

Section: Discussionmentioning

confidence: 99%

Collaborative international online learning for the development of intercultural awareness: an experience with pre-service language teachers

Huertas-Abril,

Palacios-Hidalgo

2023

JME

View full text Add to dashboard Cite

Purpose Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project. Design/methodology/approach Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA. Findings Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries. Practical implications COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits. Originality/value This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.

show abstract

La feminización de la Educación Infantil. Un estudio de caso de estudiantes varones en la Universidad de Málaga

Cited by 8 publications

References 15 publications

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

Unveiling the Professional Identity of University Educators: A Qualitative Study

Collaborative international online learning for the development of intercultural awareness: an experience with pre-service language teachers

Contact Info

Product

Resources

About