Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context

In recent years, progress has been made to integrate the gender perspective into university curricula. Despite this, the lack in university degrees for initial teacher training is especially remarkable. This is because, together with families, teachers have the co-responsibility of educating new gen...

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Detalles Bibliográficos
Autores: Lucas Palacios, Laura, García Luque, Antonia, Delgado Algarra, Emilio José
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universidad de Jaén
Repositorio:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
OAI Identifier:oai:ruja.ujaen.es:10953/7002
Acceso en línea:https://doi.org/10.3390/ijerph19148369
https://hdl.handle.net/10953/7002
Access Level:acceso abierto
Palabra clave:Coeducation
feminism
higher education
teacher training
DOI
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spelling Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational ContextLucas Palacios, LauraGarcía Luque, AntoniaDelgado Algarra, Emilio JoséCoeducationfeminismhigher educationteacher trainingDOIIn recent years, progress has been made to integrate the gender perspective into university curricula. Despite this, the lack in university degrees for initial teacher training is especially remarkable. This is because, together with families, teachers have the co-responsibility of educating new generations for the future. Issues such as the low presence of concepts related to gender in teaching guides or the lack of interest of teachers regarding their inclusion in classes lead to defining research to know and understand the conceptions of a sample of 162 teachers in the initial teacher training of a Bachelor’s degree on Early Childhood and Primary Education and a Master degree of Secondary Education on the incorporation of feminist thought in education. This research is a part of a broader doctoral dissertation and a research and development project. In general terms, from a quantitative, non-experimental approach, a questionnaire is designed and sent. The analysis includes a descriptive phase and a factorial phase that allows researchers to discover latent relationships between variables. Among the main conclusions, despite showing a relatively high knowledge of feminist theory, they confuse equity and equality. Students recognize the importance of having female references with whom to identify and they consider that feminist thought is a transversal content in education.los proyectos de Investigación EPITEC2, “Patrimonios controversiales para la formación ecosocial de la ciudadanía. Una investigación de educación patrimonial en la enseñanza reglada” (PID2020-116662GB-I00) y “Hacia un currículum sensible al género en la formación inicial del profesorado” (PID2021-122206NB-I00). El APC fue cofinanciado por la estructura EI_HUM5 (universidad de Jaén); el Plan de Política Científica 2022 del Centro de Investigación en Pensamiento Contemporáneo e Innovación para el Desarrollo Social (COIDESO) [Universidad de Huelva] y la Facultad de Educación-Centro de Formación del Profesorado [Universidad Complutense de Madrid].202620262022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.3390/ijerph19148369https://hdl.handle.net/10953/7002reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaéninstname:Universidad de JaénInglésInternational Jorunal Environmental Research Public Health, 19, 8369.CC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccessoai:ruja.ujaen.es:10953/70022026-06-24T12:41:07Z
dc.title.none.fl_str_mv Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context
title Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context
spellingShingle Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context
Lucas Palacios, Laura
Coeducation
feminism
higher education
teacher training
DOI
title_short Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context
title_full Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context
title_fullStr Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context
title_full_unstemmed Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context
title_sort Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context
dc.creator.none.fl_str_mv Lucas Palacios, Laura
García Luque, Antonia
Delgado Algarra, Emilio José
author Lucas Palacios, Laura
author_facet Lucas Palacios, Laura
García Luque, Antonia
Delgado Algarra, Emilio José
author_role author
author2 García Luque, Antonia
Delgado Algarra, Emilio José
author2_role author
author
dc.subject.none.fl_str_mv Coeducation
feminism
higher education
teacher training
DOI
topic Coeducation
feminism
higher education
teacher training
DOI
description In recent years, progress has been made to integrate the gender perspective into university curricula. Despite this, the lack in university degrees for initial teacher training is especially remarkable. This is because, together with families, teachers have the co-responsibility of educating new generations for the future. Issues such as the low presence of concepts related to gender in teaching guides or the lack of interest of teachers regarding their inclusion in classes lead to defining research to know and understand the conceptions of a sample of 162 teachers in the initial teacher training of a Bachelor’s degree on Early Childhood and Primary Education and a Master degree of Secondary Education on the incorporation of feminist thought in education. This research is a part of a broader doctoral dissertation and a research and development project. In general terms, from a quantitative, non-experimental approach, a questionnaire is designed and sent. The analysis includes a descriptive phase and a factorial phase that allows researchers to discover latent relationships between variables. Among the main conclusions, despite showing a relatively high knowledge of feminist theory, they confuse equity and equality. Students recognize the importance of having female references with whom to identify and they consider that feminist thought is a transversal content in education.
publishDate 2022
dc.date.none.fl_str_mv 2022
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.none.fl_str_mv https://doi.org/10.3390/ijerph19148369
https://hdl.handle.net/10953/7002
url https://doi.org/10.3390/ijerph19148369
https://hdl.handle.net/10953/7002
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International Jorunal Environmental Research Public Health, 19, 8369.
dc.rights.none.fl_str_mv CC0 1.0 Universal
http://creativecommons.org/publicdomain/zero/1.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC0 1.0 Universal
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eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
instname:Universidad de Jaén
instname_str Universidad de Jaén
reponame_str RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
collection RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
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