Publication: Igualdad de género y formación del profesorado en España: aspiraciones y realidades en el siglo XXI. Primeros resultados.
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2021
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Abstract
Dada la importancia de la educación para el cambio y el progreso, es fundamental ofrecer una formación inicial del profesorado de calidad, crítica y democrática que tienda a eliminar las desigualdades de género y ponga en valor la diversidad en todas sus formas. Se analizan 37 Planes de Igualdad y 2.132 Guías Docentes pertenecientes al curso 2019-2020 de las universidades públicas españolas que ofertan el Grado en Educación Primaria desde una perspectiva de género tomando en consideración el lenguaje, las asignaturas, las competencias, los objetivos y los contenidos, los recursos y materiales y las fuentes bibliográficas. Todas las universidades analizadas a excepción de una cuentan con Planes de Igualdad, pero estos están dotados de diferentes recursos y siguen pautas y objetivos diferentes. Las Guías Docentes emplean un lenguaje que fomenta la invisibilización de las mujeres, carecen de competencias, contenidos, objetivos y recursos coeducativos y cuentan con una distribución desigual entre las mujeres y los hombres presentes en la bibliografía. Únicamente diez universidades cuentan con asignaturas que incluyen la igualdad de género como uno de sus temas principales. La formación impartida en las universidades españolas es diversa y se observan ciertas iniciativas que tratan de sensibilizar al profesorado sobre la igualdad de género, pero los estudios se amparan en unos planes de estudios deficientes que no cumplen con la legislación y las necesidades sociales actuales.
Given the importance of education for progress and change, it is essential to offer a critical and democratic teacher training that tends to eliminate gender inequalities and that values diversity in all its forms. 37 Equality Plans and 2132 Teacher Guides belonging to the 2019-20 academic year from the Spanish public universities that offer the First Education Teacher degree are analyzed considering the language, the subjects, the competencies, the objectives, the contents, the resources, and the bibliographic sources. All the universities analyzed except for one have Equality Plans, but these are endowed with different resources and follow different guidelines and objectives. The Teaching Guides mainly use a language that encourages the invisibility of women. They lack competencies, content, objectives, and coeducational resources and have an unequal distribution between the women and men present in the bibliography. Only ten universities have subjects that include gender equality as one of their main themes. The training given in Spanish universities is diverse and there are certain initiatives that try to sensitize teachers about gender equality, but the studies are covered by deficient curricula that do not comply with current legislation and social needs.
Given the importance of education for progress and change, it is essential to offer a critical and democratic teacher training that tends to eliminate gender inequalities and that values diversity in all its forms. 37 Equality Plans and 2132 Teacher Guides belonging to the 2019-20 academic year from the Spanish public universities that offer the First Education Teacher degree are analyzed considering the language, the subjects, the competencies, the objectives, the contents, the resources, and the bibliographic sources. All the universities analyzed except for one have Equality Plans, but these are endowed with different resources and follow different guidelines and objectives. The Teaching Guides mainly use a language that encourages the invisibility of women. They lack competencies, content, objectives, and coeducational resources and have an unequal distribution between the women and men present in the bibliography. Only ten universities have subjects that include gender equality as one of their main themes. The training given in Spanish universities is diverse and there are certain initiatives that try to sensitize teachers about gender equality, but the studies are covered by deficient curricula that do not comply with current legislation and social needs.