Gender Mainstreaming in Teacher Education: A Careful Look at the Views of Teacher Educators in Spain

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Persistent Barriers to Liberation: Critical Examinations of Policies in K–12 Settings (Table 10)

Abstract

This study aimed to explore teacher educators’ perceptions of the impact of gender mainstreaming on university teaching and the factors affecting their involvement in teaching with a gender perspective. Using multiple case study research, nine teacher educators were purposely selected and interviewed from two undergraduate and one graduate teacher education programs at a higher education institution in Spain. Findings revealed that educators’ involvement in gender mainstreaming is very scarce and that moving forward requires an urgent institutional commitment to increase gender awareness and competence of teaching staff, as well as to enforce the institutional plan for gender mainstreaming. Opening these barriers will facilitate the introduction of curricular reforms to achieve visible results in the implementation of the gender equality policy.

Authors

• Cristina Miralles-Cardona, University of Alicante
  Presenting Author

• Maria Cristina Cardona, University of Alicante
  Presenting Author

• Esther Chiner, Universidad de Alicante
  Non-Presenting Author

• Marcos Gómez-Puerta, University of Alicante
  Non-Presenting Author