Estudio exploratorio de las percepciones, competencias y actitudes de docentes en formación hacia la igualdad de género

Abstract

Governments worldwide have set the goal of achieving gender equality (GE) by the year 2030 (Goal #5 of the 2030 United Nations Agenda for Sustainable Development) through implementing a gender mainstreaming (GM) strategy in all policies and actions of private and public daily life. As a result, higher education institutions are increasingly recognizing the need for mainstreaming gender in education as a way to developing gender competence in university students and through their future practice as professionals so they can contribute to create gender equitable societies. This doctoral thesis examines GE training in higher education at a teacher education institution in Spain. Specifically, it explores student teachers’ and teacher educators’ perceptions on how GM is perceived and is addressed in two undergraduate and one graduate teacher education programs using mixed methods research. The main research questions guiding the project were examined through three underlying research studies (Study 1, Study 2 and Study 3) and five papers (Papers I, II, III, IV, and V) where the focus was on designing and developing valid and reliable measurement instruments to assess GE training in teacher preparation, the extent to which student teachers acquire gender competence when they graduate, and teacher educators’ views and experience of GM. The findings from this thesis may enable the participating institution to develop and improve GM best practice guidelines in teacher training, particularly in early childhood, elementary, and secondary school education programs.