RT Journal Article
T1 Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context
A1 Lucas Palacios, Laura
A1 García Luque, Antonia
A1 Delgado Algarra, Emilio José
AB In recent years, progress has been made to integrate the gender perspective into universitycurricula. 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 newgenerations for the future. Issues such as the low presence of concepts related to gender in teachingguides or the lack of interest of teachers regarding their inclusion in classes lead to defining researchto know and understand the conceptions of a sample of 162 teachers in the initial teacher training ofa Bachelor’s degree on Early Childhood and Primary Education and a Master degree of SecondaryEducation on the incorporation of feminist thought in education. This research is a part of a broaderdoctoral 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 descriptivephase 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, theyconfuse equity and equality. Students recognize the importance of having female references withwhom to identify and they consider that feminist thought is a transversal content in education
PB MDPI
SN 1660-4601 (electrónico)
YR 2022
FD 2022-07
LK http://hdl.handle.net/10272/21072
UL http://hdl.handle.net/10272/21072
LA eng
NO Lucas-Palacios, L., García-Luque, A., & Delgado-Algarra, E. J. (2022). Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context. In International Journal of Environmental Research and Public Health (Vol. 19, Issue 14, p. 8369). MDPI AG. https://doi.org/10.3390/ijerph19148369
NO : APC was funded by Science Policy Plan 2022 of Research Center on Contemporary Thoughtand Innovation for Social Development (COIDESO) [Universidad de Huelva]; Faculty of EducationTeacher Training Center [Universidad Complutense de Madrid]. This paper presents the results of research from a doctoral dissertation and itis linked to the EPITEC2 Research project, “Controversial heritages for the eco-social formation ofcitizenship. An investigation of heritage education in formal education” (PID2020-116662GB-I00).Funding Entity: Ministry of Science and Innovation. Government of Spain
DS Repositorio Institucional de la Universidad de Huelva
RD 29 may 2026