Curricular content on gender perspective in initial teacher training[1]
Grissel Azucena Can Guerrero[2]
Universidad Autónoma de Yucatán (UADY), México
Unidad Multidisciplinaria Tizimín (UMT), México
Juanita Rodríguez Pech[3]
Universidad Autónoma de Yucatán (UADY), México
Unidad Multidisciplinaria Tizimín (UMT), México
Helbert Alfonso Estrella Ceme[4]
Universidad Autónoma de Yucatán (UADY), México
Unidad Multidisciplinaria Tizimín (UMT), México
Correspondence author:
azucenacan282001@gmail.com
Para citar este artículo /To reference this article /Para citar este artigo
Can Guerrero, G., Rodríguez-Pech, J. & Estrella-Ceme, H. (2024). Curricular content on gender perspective in initial teacher training. Revista Investigium IRE: Ciencias Sociales y Humanas, 15(1), 70-89. doi: doi.org/10.15658/INVESTIGIUMIRE.241502.05
Received: March 6, 2024/ Revised: April 23, 2024/Accepted: June 24, 2024
Resumen: La formación docente en perspectiva de género es un elemento indispensable para conseguir las metas educativas dirigidas a la promoción de una sociedad más justa y equitativa; por ello, la incorporación de saberes relacionados con el género constituye una condición necesaria en los programas de formación inicial del profesorado. El presente estudio describe las opiniones de un grupo de estudiantes de magisterio acerca del contenido de la formación recibida en cuanto a la perspectiva de género. Siguiendo una metodología cuantitativa y descriptiva, se administró una encuesta a 65 estudiantes de último semestre de una Escuela Normal ubicada en Yucatán, México, para conocer sus opiniones acerca de los conocimientos, habilidades y actitudes que fueron objeto de la formación docente recibida. Los resultados muestran que el contenido actitudinal fue el más reconocido en la formación, y que la igualdad de oportunidades entre hombres y mujeres, la transmisión de valores de género y la sensibilización ante las desigualdades de género, fueron los contenidos más frecuentemente identificados. Se concluye la necesidad de reforzar determinados contenidos sobre género y se discuten las implicaciones de la formación inicial en la mejora de las prácticas educativas que promuevan la igualdad entre hombres y mujeres.
Palabras clave: educación básica, formación de docentes; cuestiones de género; plan de estudios (Tesauro); cuestiones de género (Palabras sugeridas por el autor)
Curricular content on gender perspective in initial teacher training
Abstract: Teacher training in a gender perspective is an indispensable element to achieve educational goals aimed at promoting a more just and equitable society; therefore, the incorporation of gender-related knowledge is a necessary condition in initial teacher training programs. This study describes the opinions coming from a group of student-teachers about the contents of the training received regarding gender perspective. Following a quantitative and descriptive methodology, a survey was administered to 65 students in the last semester of a Normal School located in Yucatán, Mexico, to find out their opinions about the knowledge, skills and attitudes that were the object of the teacher training received. The results show that attitudinal content was the most recognized in the training, and that equal opportunities between men and women, the transmission of gender values and awareness of gender inequalities were the most frequently identified contents. As a conclusion, it is necessary to reinforce certain content on gender and the implications of initial training in the improvement of educational practices that promote equality between men and women.
Keywords: basic education, teacher training, curriculum (Thesaurus); gender issues (Keywords suggested by the author)
Introduction
The gender perspective is defined as a sociocultural process that incorporates elements of feminist culture and provides the facilities to examine the traits, similarities, and discrepancies between women and men, making it possible to identify diversity as a main variable of a democratic society, without gender exclusions (Lagarde, 1996). It allows seeing women and men in the political, social, and economic spheres from another point of view, intending to eradicate the factors that cause gender inequalities and injustices among the population (Buedo and Salas, 2018). Its objective is to change the natural predisposition of the genders through a study of the roles, responsibilities, and possibilities attributed to femininity and masculinity (Rivera and Zárate, 2018). In general terms, the gender perspective seeks to influence social justice through various means, including education.
Education with a gender perspective prioritizes the education of students in terms of gender equity, designing options that provide equal and discrimination-free access to educational services (Solís, 2016). At the primary or elementary education level, the approach with a gender perspective helps children to have a comprehensive development free of prejudice (García-Tudela et al., 2020).
On this matter, García (2017) has pointed out the importance of the teacher's role in modifying sexist behavior and preventing the further strengthening of gender stereotypes in students of all ages. Teaching with a gender perspective involves analyzing the scenarios in which inequality, stereotypes, and gender roles persist among students, as well as examining the curriculum, using co-educational materials, visibilizing women, having non-sexist practices, and identifying gender-based violence (Oregi et al., 2015).
According to Rivera and Zárate (2018), although teachers work to standardize their pedagogical work, they are still perceived as educational actors who generate differences among students at the basic level, through attitudes that evidence a preference towards a specific gender. In addition, it has been identified that when teachers have a teaching practice without a gender perspective, a certain sex is invisibilized through generic masculine language, through sexist attitudes and stereotypical ideas (Duarte and García-Horta, 2018).
In the words of Resa (2021), when teacher preparation lacks strategies or topics that include gender equality, teachers do not recognize this factor as something important in their practice; consequently, they do not invest time or effort in overcoming this barrier, hence the importance of including the gender perspective in both initial and ongoing teacher training. Due to all this, teacher training becomes crucial to create a school without sexism and, consequently, to achieve a society that favors equality for all people through the early training of students in gender equality (Sánchez and Barea, 2019).
According to Martínez (2020), teachers do not have enough training in gender equality content; however, it is expected that when such agents have the necessary training to implement the principles of education with a gender perspective, they will promote changes in favor of equity between men and women from childhood to adulthood.
Teacher training with a gender perspective has been studied from various angles. Some works have focused on examining the formal curriculum through study plans and teaching guides; such as the case of the research by Gündogani and Tasdere (2021), Matus-Castillo et al. (2021), Pinto (2013), and Resa (2021). Other studies, such as those by Carretero and Nolasco (2019), Mendoza and Sanhueza (2018), and Miralles-Cardona et al. (2021), were mainly interested in analyzing ideas, beliefs, and even the specific knowledge of students in teaching training programs, from a gender perspective. Finally, studies like those by García (2017), Miralles-Cardona et al. (2020), and Toraman and Ozen (2019) examined the opinions of student teachers about the training they receive in gender perspective.
In summary, the findings of these studies showed the prevalence of situations such as discrimination, inequity, gender stereotypes, use of sexist language, confusion about gender terms, and, in general, deficiencies in training. Likewise, practically all these studies concluded the need and importance of incorporating gender contents in teacher education programs, in order to contribute to generating changes in the attitudes and thinking of future educators, with the purpose of preparing them to implement educational practices with a gender perspective.
Teacher education
Teacher education is a process that leads to the acquisition or improvement of professional teaching competence (Marcelo, 1995). In the case of initial training, its purpose is to establish the foundations of professional development through a first approach to classroom work by providing scenarios to analyze individually and collectively the challenges of educational practice (Cabezas et al., 2019). It is a multidimensional activity that includes sociocultural and educational elements, through which the trainee teacher must adopt a reflective and autonomous role to examine their school environment (Sánchez and Norambuena, 2019).
In Mexico, initial teacher training at the basic level is mainly carried out in Escuelas Normales (teacher training colleges); in this regard, the Education Law of the State of Yucatán states that one of the objectives of Educación Normal is “to contribute to offer an educational program recognized for its quality to satisfy in an opportune and pertinent manner the demands of education professionals in the entity” (Diario Oficial, 2022, p. 51).
Education at the elementary level should be perceived as a crucial aspect to promote knowledge, values, and attitudes from a gender perspective, so that students include in their daily lives those elements aimed at equity (Cortez, 2020). Therefore, teachers at the elementary school level have the responsibility to educate future citizens so that they stop repeating gender stereotypes and bring about a change in society regarding the achievement of equality (Resa, 2021). Given this, the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2016) states that, to achieve quality education for the entire population, it is necessary to develop policies and acquire the responsibility to incorporate gender aspects in teacher education plans.
Teacher education in gender perspective is distinguished by following a methodical process that allows reflecting on the inequality that has been normalized in society, as well as expressing those factors that cause gender stereotypes, to examine the different contexts in which future educators are placed, from their formative stage to their professional performance (Oregi et al., 2015). Future teachers need to develop tools to detect sexist practices and biased elements in the curriculum; for this purpose, it is necessary to include gender equality in initial teacher training programs, with the intention of raising awareness among teachers on these issues and promoting the consolidation of the foundations that will enable them to be agents of change in the professional field (UNESCO, 2015).
The gender perspective should be included in initial teacher training in a transversal manner (International Institute for Educational Planning [IIEP] of UNESCO, 2019), so that it acts as a methodological framework in which the contents, procedures, and attitudes demanded by comprehensive training are interrelated (García et al., 2020). Moreover, as it is transversally immersed in educational institutions, it becomes a source of inclusion by implementing and valuing human rights (García-Villanueva et al., 2023).
In this regard, it is important to analyze the content of initial teacher education to identify the extent to which the knowledge or domains involved in this intended comprehensiveness are present.
The research reported here addressed the characteristics of the training received by the students of a teacher training college, with the purpose of establishing a first approach to the initial training of elementary school teachers. The research sought to establish the skills, knowledge, and attitudes regarding the gender perspective that teacher education students consider to have been present in their initial professional training. Therefore, the objective of the research was: to describe the opinions of teacher training students regarding the contents (knowledge, skills, and attitudes) related to the gender perspective, which have been part of their initial teacher education.
Methodology
The research followed the quantitative research paradigm and had a descriptive scope; for this reason, statistical analysis was used to measure the variables under investigation (Hernández et al., 2014), aiming to objectively characterize the students' opinions regarding the gender perspective contents addressed in their initial education. It was carried out through a non-experimental design, using the survey technique.
The study setting was an Escuela Normal located in the state of Yucatán, Mexico; the participants were 65 students from the eighth and last semester of the Bachelor's Degree in Elementary Education, of whom 69% (n = 45) were female, while 30% (n = 20) were male. It is important to point out that the participants were previously notified of the purposes of the research, as well as of the principles of confidentiality and ethical handling of the information observed in the study.
The instrument used was an adaptation of the scale called “Teacher efficacy for the practice of gender equality”, designed by Miralles-Cardona et al. (2018) and adapted by Kitta and Cardona-Moltó (2022). This instrument originally aims to determine the gender equality competencies possessed by teachers in initial education, based on three domains: cognitive, behavioral, and social-emotional.
In response to the objectives of the present study, the general instruction of the original instrument was modified to ask students for their opinion about the presence in their teacher education of knowledge, skills, and attitudes related to gender included in the scale. To this end, the question used as the main heading was: To what extent were the following gender-related contents present during your training at the Escuela Normal?
The instrument has a Likert scale structure and consists of 21 items distributed in three subscales, each one referring to a type of content: (a) knowledge and awareness of gender, with eleven items, (b) skills to implement a gender-sensitive pedagogy, with seven items, and (c) attitudes for the promotion and development of gender-related values, with three items (Kitta and Cardona-Moltó, 2022). The response options were: “definitely not present”, “probably not present”, “undecided”, “probably present”, and “definitely present”. It is important to note that modifications were made to the original wording of items 2, 8 and 10 of the knowledge section; 13, 14, 15, 17, and 18 of the skills section; items 19 and 20 of the attitudes section, to adapt them to the purposes of the present study[5].
The data collection was conducted using pencil and paper instruments, which were administered in person in a single session, in the classroom assigned to the eighth semester group, in the facilities of the Escuela Normal. The data analysis was performed by calculating the frequencies and percentages of the responses collected; likewise, the mean or average of the scores obtained in the different subscales of the instrument was obtained. Finally, the total scores of the scale were obtained to identify the types of content that were most and least present in the training, according to the opinion of the respondents. To determine the level of presence of the content, the scores shown in Table 1 were used as a reference.
Table 1
Levels of presence of the contents detected in initial teacher training
|
Rank on the scale |
Level of presence |
||||
|
|
Minimum |
Maximum |
Low |
Medium |
High |
|
Knowledge |
11 |
55 |
1-18 |
19-36 |
37-55 |
|
Skills |
7 |
35 |
1-12 |
13-24 |
25-35 |
|
Attitudes |
3 |
15 |
1-5 |
6-10 |
11-15 |
|
Global |
21 |
105 |
1-35 |
36-70 |
71-105 |
Result
The following are the results of the study; to this end, the report is organized according to the type of content presented to the students in the survey. Also, an analysis of the responses according to the gender of the participants is presented.
Knowledge about gender
The students were asked for their opinion about the presence of eleven gender-related topics in their education. These results are shown in Table 2, indicating the overall average for each topic, as well as the average in each group according to their gender assigned.
Table 2.
Knowledge about gender identified in initial teacher training
|
Contents |
Overall average |
Average for women |
Average for men |
|
1. Gender equality |
3.68 |
3.68 |
3.65 |
|
2. Equal opportunities for men and women |
4.06 |
4.13 |
3.90 |
|
3. Gender parity |
3.08 |
3.24 |
2.70 |
|
4. Gender discrimination |
3.43 |
3.33 |
3.65 |
|
5. Gender inequalities |
3.42 |
3.42 |
3.4 |
|
6. Gender stereotypes |
3.66 |
3.60 |
3.80 |
|
7. Gender biases |
2.66 |
2.77 |
2.40 |
|
8. Gender-related terminology |
3.42 |
3.57 |
3.05 |
|
9. Gender roles |
3.78 |
3.88 |
3.55 |
|
10. Gender-related legislation |
2.77 |
2.80 |
2.70 |
|
11. Distinguishing sex and gender |
3.78 |
3.80 |
3.75 |
According to the students' opinion, the most frequently identified knowledge in their education were: “equal opportunities between men and women”, “distinguishing sex and gender”, “gender roles”, “gender equality” and “gender stereotypes”; on the other hand, the least identified knowledge were: “gender biases” and “gender-related legislation”.
The analysis of the responses based on the assigned sex of the participants showed that women recognized that the following contents were more present in their education: “equal opportunities between men and women”, “gender roles”, “distinguishing sex and gender”, and “gender equality”. The least present contents were: “gender biases” and “gender-related legislation”. In the case of men, the most identified contents were: “equal opportunities between men and women”, “gender stereotypes”, “gender-related legislation”, and “distinguishing sex and gender”, while the least identified contents were: “gender biases” and “gender parity”.
As observed, there is a coincidence in certain content that stood out both at a general level and in the responses of men and women separately; this is the case of equal opportunities (highly identified) and gender biases (less identified).
Finally, regarding this first type of content, the analyses show that 60% (n=39) of the students considered that gender-related knowledge had a high level of presence in their education, while 40% (n=26) considered that it was moderately present.
Gender about skills
Students were asked for their opinion about the presence in their formation of seven skills related to the gender perspective. Table 3 shows these results, which include the overall average and the average for each group according to assigned sex.
Table 3.
Gender-related skills identified in initial teacher training
|
Contents |
Overall average |
Average for women |
Average for men |
|
1. Create school-community connections |
3.80 |
3.80 |
3.80 |
|
2. Engage families to promote equality |
3.15 |
3.02 |
3.45 |
|
3. Collaborate with professionals to promote equality |
3.77 |
3.80 |
3.70 |
|
4. Plan activities that promote equality |
3.85 |
3.88 |
3.75 |
|
5. Convey gender-related values |
4.00 |
4.04 |
3.90 |
|
6. Provide guidance on gender matters |
3.45 |
3.37 |
3.50 |
|
7. Contribute ideas to address inequalities |
3.74 |
3.77 |
3.65 |
According to the responses collected, the most frequently identified skills in training were: “convey gender values” and “plan activities that promote equality”; the least identified skills were: “engage families to promote equality” and “provide guidance on gender matters”.
The analysis of the responses according to the sex of assignment of the respondents evidenced that women's opinions were consistent with the general trend, since they identified as most present the same skills: “convey gender-related values” and “planning activities to promote equality”, and as least present: “engage families to promote equality” and “provide guidance on gender matters”. In the men's group, the skills most identified were: “convey gender-related values” and “create school-community connections”, while the least identified were the same as in the overall opinion: “engage families to promote equality” and “provide guidance on gender matters”. These findings allow identifying possible educational needs for men in terms of developing capacities to act as educational agents beyond the school environment.
As observed, there is a coincidence in certain contents that stood out both at a general level and in the responses of men and women separately; such is the case of the skills to transmit gender-related values (highly identified) and to engage families to promote equality (less identified).
Regarding the second type of content, the analysis shows that 59% (n=38) of the students considered that gender-related skills had a high level of presence in their formation, while 42% (n=27) considered that they were moderately present.
Gender-related attitudes
Students were asked for their opinion about the presence in their education of three attitudes related to gender perspective. Table 4 shows these results, from which the overall average was obtained, as well as the average for each group according to assigned sex.
According to these results, the most frequently identified attitudes in the training were “awareness of gender inequalities” and “tolerance and solidarity towards gender discrimination”; on the other hand, the least identified attitude was “deconstruction and prejudice about gender”.
Table 4.
Gender-related attitudes identified in initial teacher training
|
Contents |
Overall average |
Average for women |
Average for men |
|
1. Tolerance and solidarity towards gender discrimination |
3.95 |
3.95 |
3.95 |
|
2. Awareness of gender inequalities |
4.03 |
4.04 |
4.00 |
|
3. Deconstruction and prejudice about gender |
3.62 |
3.62 |
3.60 |
The analysis of the responses according to the participants' assigned sex showed that both groups were consistent with the overall trend, also recognizing the attitude of “awareness of gender inequalities” as more present in their formation, while the least present was “deconstruction and prejudices about gender”.
Lastly, regarding attitudes, it was found that 92% (n=60) of the students considered that these gender-related contents had a high presence in their education, while 8% (n=5) considered that they were moderately present.
Most outstanding content in education
The overall analysis of the collected responses showed that none of the items included in the survey had the option “definitely not present” as a response; in fact, the results show that the three types of content considered by the students were remarkably present in their initial formation. However, gender-related attitudes stood out, since this subscale had the highest overall average (3.9), while knowledge about gender was the subscale with the lowest average (3.4).
As shown in Figure 1, this trend remained in the analysis of the responses by gender groups, since for both women (mean=3.87) and men (mean=3.85), the most outstanding content was gender-related attitudes.
In the end, the results showed that 95% (n=62) of the students who participated in the study identified that the knowledge, skills, and attitudes related to gender were very present, while 5% (n=3) identified that these contents were moderately present in the initial teacher training they received.
Average scores by assigned sex in the different subscales (content types)
Discussion
According to the Escuela Normal students, “equal opportunities for men and women” is the knowledge they identify as the most outstanding during their initial formation, both in the overall opinion and in the opinion of men and women separately. This finding contrasts with the most relevant knowledge in other similar studies, such as “gender discrimination” (Miralles-Cardona et al., 2018; Miralles-Cardona et al., 2021), “inequality and discrimination” (Mendoza and Sanhueza, 2018), and “definition of gender” (Vallejos et al., 2022). In any case, and as Sánchez and Barea (2019) point out, elementary school teachers have an essential role in achieving gender equality; therefore, it is crucial that their initial training includes reflection on this topic as a foundation for promoting equal opportunities in professional practice.
Another knowledge that stands out for its identification by both women and men is distinguishing the concepts of sex and gender. This finding is relevant, as this content represents an important foundation for understanding the problems associated with gender and its manifestations in educational practice.
On the other hand, it was found that knowledge about “gender biases” is one of those that has been less present in their education, which coincides with the findings of Miralles-Cardona et al. (2018) and Miralles-Cardona et al. (2021). However, this content is relevant as teachers should have an initial training free of gender biases to decrease gender gaps in elementary school (Latorre, 2020). Moreover, the presence of gender biases and gender stereotypes during initial teacher education tends to repeat this ideology in future professional practice (Pinto et al., 2021).
Both in the overall analysis and by assigned sex, the most detected skill in the training of the student body is “convey gender-related values”. In contrast, in the study by Miralles-Cardona et al. (2018), the skill with the highest presence in training was “creating learning environments between genders”, while, in the study by these same authors conducted in 2021, it was highlighted the skill of “creating learning environments”. Similarly, Vallejos et al. (2022) found that the only skill addressed during initial teacher training was “recognizing and accepting sexual diversity”., On this matter, Núñez et al. (2021) assure that teachers should implement values oriented to reflection on equality and respect among the student body to decrease sexism. Gallardo and Gallardo (2018) agree that teachers have the commitment to have and convey a wide range of values that allow students to collaborate in gender equality.
On the other hand, in the present study it was identified that the skill of “engage families to promote equality” was the least present in the training. However, this is a very necessary skill, since according to Gallardo (2018) and Guel (2021), the family es a key social nucleus for the eradication or transmission of gender stereotypes from an early age. Likewise, other skills such as “provide guidance on gender matters” and “create school-community connections” also did not obtain outstanding score, so they represent areas if opportunity for initial teacher training, since, as Ibagón (2015) point out, teachers have the possibility of building projects in collaboration with society to reduce inequalities.
As for gender-related attitudes, “awareness of gender inequalities” was the most present in the initial training of the surveyed students, both in the overall analysis and by assigned sex. This contrasts with the study by Miralles-Cardona et al. (2018), where “doing more to reduce inequalities” was the most present attitude. Moreover, in 2021, the same authors identified that the student body highlighted the attitude of “assuming new roles for sustainable education”.
Regarding the most identified attitude in the present study, Aristizabal et al. (2018) consider that awareness is crucial as it provokes a personal change in teachers, which triggers a reflection on their context to generate changes in the social structures that normalize violence through gender stereotypes. As Cortez (2020) says, teacher awareness helps to have educational practices free of prejudices and allows the detection of problems linked to gender in the hidden curriculum, aiming to avoid actions that foster discrimination and inequality.
On the other hand, the students acknowledged that “deconstruction and prejudices about gender” was the attitude that has been less present during their education. However, this is a relevant attitude, as according to Martínez (2020), the deconstruction of roles encourages an equalitarian education and, along with the gender perspective, helps to make the role of women in society more visible.
Lastly, this study detected that for the surveyed students, gender-related knowledge, skills, and attitudes were present during their training, but attitudes were more outstanding compared to the other two types of content. This finding is consistent with the studies of Miralles-Cardona et al. (2018), Miralles-Cardona et al. (2021), Cardona-Moltó et al. (2021), and Kitta and Cardona-Moltó (2022), as all of them found that attitudes were the most present content in initial teacher training.
In this regard, Aristizabal et al. (2018) and Martínez (2018) confirm the importance of attitudinal training on gender for teachers, as it is recognized as a key element to transform sexist and stereotypical postures and contribute to the eradication of inequalities between men and women.
Conclusions
Considering the objectives of this study, it is concluded that the three types of content (knowledge, skills, and attitudes) have been provided as part of the training offered by the Escuela Normal, according to the opinion of the surveyed students. Specifically, the most outstanding contents were: knowledge about equal opportunities between men and women, the ability to convey gender-related values, and the attitude of awareness of gender inequalities.
Although all the contents included in the instrument were considered by the participants as present in the training received, the need to reinforce knowledge about gender biases is recognized, as well as the ability to engage families to promote equality, and attitudes related to the deconstruction of gender-related prejudices. This way, it will be possible to contribute to achieving the graduation profile established for the Escuela Normal in Mexico, which includes the professional competence to guide the educational practice based on values that ensure coexistence and respect for diversity in favor of students.
This study addressed only one of the essential curricular elements in teacher education: content. However, the experience in this research suggests the need to continue exploring other aspects of initial teacher formation in the area of gender by analyzing other curricular elements, for example, teaching strategies, learning assessment processes, and even teaching materials and resources, to identify how they are contributing to the goal of training teachers capable of incorporating into their educational practice the principles that ensure an equal coexistence between women and men.
On the other hand, although this research addressed the perspective of students in the final stage of initial training, future studies should include the opinion of those in the intermediate stage, as well as that of other educational actors such as teacher trainers and even management staff, to explore gender training from the perspective of different educational agents. It would also be interesting to address the perspective of families and the community regarding the role they give to teachers in gender matters.
The results of this type of research aim to contribute to the understanding of the processes of initial teacher education from a gender perspective. It is hoped that they will help to provide feedback to the educational efforts of teacher training institutions, thereby improving the quality of the preparation of these key actors in the creation of more equitable and fair learning environments.
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