Session Information
10 SES 11 A, Differentiation, Performativity, and Gender Equality in Teacher Education
Paper Session
Contribution
Education has emerged as the most important tool in the elimination of sexism. Sexism is one of the major global issues that are still unresolved in the XXI century. Thus, measures of awareness, prevention and screening and educational intervention are essential to eradicate this social evil and permit the advance of democracy. In this context, future teachers will be a professional group of great importance, as they will be an agent of social change.
In this research we focused on assessing gender and bias attitudes towards gender equality implementation in education of future primary school teachers during their initial training, in order to test the effectiveness of this training period to modify these attitudes towards others more egalitarian. The purpose of our study is to present scientific evidence to help us improve teacher training in subsequent interventions. This need is determined by international texts relating to education and gender, as well as the need to train teachers specifically in the area of gender equality.
Various experts in the field have reported that the opportunity that we had to introduce a gender perspective in new teacher training curriculum after the adaption process with the European Higher Education Space was not fulfilled, despite it constituting a principle in all stages of education (Anguita and Torrego, 2009; Gutiérrez et al, 2011). And this has happened even though it is clear that current teachers are, unconsciously or not, sexist in their teaching. Most think that sexism is disappearing and has strong resistance to the coeducational change. The persistence of these beliefs in recent times suggests that teacher training in relation to gender equality and co-education has not changed, even though it is evident that it presents deficits in awareness and training (Spender, 1982; Subirats, 1985; Subirats and Brullet, 1988; Fernández, 1990; Freixas, 1995; Bonal, 1997; Martel, 1999; Rodríguez, 1999; López et al, 1998; Rodríguez, 1999; López and Encabo, 2002; Lojo, 2004; Artal, 2009; Rebollo et al 2011). So, we asked ourselves the following research questions: What level of sexism presents our future teachers? How effective is the initial training of teachers to change sexist attitudes towards those of gender equality?
General Research Objectives:
a) Respond to the social and educational needs and the current legislation relating to equality between men and women and the eradication of violence against women, on the premise that education, specifically teacher education is the starting point for a more just, equal and therefore more democratic society.
b) Analyze sexist of bias attitudes and their predisposition toward building a culture of gender equality in the education of future teachers.
c) Check whether the current Initial Teacher training is effective in promoting egalitarian attitudes towards gender and towards building a culture of gender equality in education.
Method
Expected Outcomes
References
Anguita Martínez, R., y Torrego Egido, L. (2009). Género, educación y formación del profesorado. Retos y posibilidades. Revista Interuniversitaria de Formación de Profesorado, 23(1), 17-25. Artal Rodríguez, M. (2009). Construir el género. El cuestionamiento del sexismo y del androcentrismo en el sistema educativo. Acciones e Investigaciones Sociales, 27, 5-21. Blanco Lozano, P. (2004). La perspectiva de género, una necesidad en la construcción de la ciudadanía. Algunas actividades en la formación del profesorado. En M. I. Vera Muñoz y D. Pérez i Pérez (Coords.), Formación de la ciudadanía: las TICs y los nuevos problemas. España: Asociación Universitaria de Profesores de Didáctica de las Ciencias Sociales. Bolaños, L. M., y Jiménez, R. (2007). La formación del profesorado en género. Revista de Investigación Educativa, 25(1), 77-95. Bonal, X. (1997). Las actitudes del profesorado ante la coeducación. Barcelona. Graó. Bonal, X. (1997). Las actitudes del profesorado ante la coeducación. Barcelona. Graó. Fernández García, E., y Piedra de la Cuadra, J. (2010). Efecto de una formación coeducativa sobre las actitudes hacia la igualdad en el futuro profesorado de Educación Primaria. Cultura, Ciencia y Deporte, 5(15), 151-158. Glick, P., y Fiske, S. T. (1996). The Ambivalent Sexism Inventory: Differentiating Hostile and Benevolent Sexism. Journal of Personality and Social Psychology, 70, 491-512. Glick, P., y Fiske, S. T. (1999). The Ambivalence toward Men Inventory: Differentiating hostile and benevolent beliefs about men. Psychology of Women Quarterly, 23, 519-536. Gutiérrez Esteban, P., Luengo González, M. R., Casas García, L. M. (2011). La formación de las maestras y la igualdad de oportunidades: ayer y hoy. Educatio siglo XXI, 29(2), 333-352. Instituto de la Mujer y Red2Red Consultores (2004). Estudio para conocer la situación actual de la Educación para la Igualdad en España. Recuperado de http://www.oei.es/genero/documentos/esp/Situacion_Igualdad_Espana_2004.pdf Rebollo, Mª Á., García, R., Piedra, J., y Vega, L. (2011). Diagnóstico de la cultura de género en educación: actitudes del profesorado hacia la igualdad. Revista de Educación, 355, 521-546. Rodríguez Castro, Y., Lameiras Fernández, M., y Carrera Fernández, M. V. (2009). Validación de la versión reducida de las escalas ASI y AMI en una muestra de estudiantes españoles. Psicogente, 12(22), 284-295. Subirats, M. (1985). Niños y niñas en la escuela: Una exploración de los códigos de género actuales. Educación y Sociedad, 4. Subirats, M., y Brullet, C. (1988). Rosa y azul. La transmisión de los géneros en la escuela mixta. Madrid. Instituto de la Mujer.
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