La identidad de género y la diversidad afectivo-sexual en los Grados de Educación de la Universidad del País Vasco (UPV/EHU): una demanda formativa no cumplida
Future teachers should be trained at university in issues related to gender identity (GI) and affective-sexual diversity (ASD). However, some scholars conclude that there is a lack of knowledge about these issues among university professors. The aim of this case study is to analyze the perspective t...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uam.es:10486/720361 |
| Acceso en línea: | http://hdl.handle.net/10486/720361 https://dx.doi.org/10.6018/rie.546421 |
| Access Level: | acceso abierto |
| Palabra clave: | enseñanza superior formación identidad igualdad de género estudio de casos Educación |
| Sumario: | Future teachers should be trained at university in issues related to gender identity (GI) and affective-sexual diversity (ASD). However, some scholars conclude that there is a lack of knowledge about these issues among university professors. The aim of this case study is to analyze the perspective that students of the Early Childhood Education and Primary Education Degrees at the University of the Basque Country (UPV/EHU) have on GI and ASD, the perception and assessment of the training received, and the projection of their ability to deal with issues related to GI and ASD in their future professional work. 233 students completed the questionnaire, the answers to which were analyzed in SPSS. In addition, three of them participated in the interviews, which were recorded, transcribed, categorized, and analyzed using NVIVO 12 software. The results show the lack of training perceived by the students in relation to these issues, which means that their demand for training is not fulfilled. This lack of training leads them to perceive themselves as incompetent when it comes to responding to this kind of diversity in their future classrooms. It is concluded that the training programs for university students related to GI and ASD are deficient, so it is imperative to enrich them, as this is the only way for future teachers to properly respond to diversity related to GI and ASD |
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