STUDENT PERCEPTIONS OF GENDER MAINSTREAMING IN INITIAL TEACHER TRAINING: A DESCRIPTIVE STUDY
DOI:
https://doi.org/10.5944/educxx1.23899Keywords:
Gender, gender equality, gender mainstreaming, preservice teacher training, higher education, instrument validation.Abstract
Introduction: Despite government commitments to promote equality,
gender mainstreaming (GM) in initial teacher preparation is still absent from
curricula and thinking of the faculties of education. This little attention to
the principle of equality represents a real barrier to achieve the Sustainable
Development Goals (United Nations, 2015) and to develop and promote a
gender-sensitive education. The purpose of this study was to explore the
degree of implementation of the gender approach in initial teacher training
from the student teacher’s perspective. Method: The Sensitive Assessment
of Gender Equality Training (SAGET) scale was designed and validated,
and then administered to 601 undergraduate and graduate student teachers
(72% women and 28% male), mean age 24.31 years, from a Spanish public
university. Results: Data revealed that (1) the SAGET is a valid and adequate
instrument to measure the implementation status of gender mainstreaming
in initial teacher education, and (2) that participants perceive neutrality
and institutional indifference when implementing the gender approach in
teaching; however, although they consider gender preparation necessary
and very important for their education, they show a low and unrealistic
perception of awareness of gender inequalities associated to the process
of teaching and learning. Statistically significant differences were found
in participant responses depending on degree and gender. Discussion: The
results support the utility of the SAGET for its use as an indicator of gender
mainstreaming in university teaching as well as a suitable instrument
to identify areas of need and assess the impact of future actions and
interventions.
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