Exploring Capacity to Teach Using a Gender-Responsive Approach: Case Study in Spain

• In Event: Supporting Immigrant Communities, Refugees, and Girls: Promising Pedagogies and Programs

Abstract

Teachers’ perceived efficacy of their ability to teach using a gender approach is key for future generations to become more gender-sensitive and respectful towards gender inequities. However, little is known about graduate training for gender-responsive teaching. In this study, after exploring the psychometric properties of the SDGE (Sustainable Development for Gender Equality) scale, a total of 230 prospective elementary/secondary school teachers were surveyed. Results showed that (1) the SDGE has acceptable psychometric properties (good reliability, construct validity, and measurement invariance among sexes) and (2) that Spanish student teachers finish their studies without sufficient confidence in gender knowledge, skills, and attitudes to practice a gender-sensitive teaching. The study calls for reflection and seeks to raise awareness in implementing a gender-responsive approach.

Author

• Cristina Miralles-Cardona, Universidad de Alicante