Contextualizing Gender Issues and Inclusive Education: An Analysis of the Perceptions of Primary Education Teachers

Autor/inn/en	Latorre-Cosculluela, Cecilia; Vázquez-Toledo, Sandra; Liesa-Orús, Marta; Ramón-Palomar, Julia
Titel	Contextualizing Gender Issues and Inclusive Education: An Analysis of the Perceptions of Primary Education Teachers
Quelle	In: Teacher Development, 26 (2022) 2, S.189-205 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Latorre-Cosculluela, Cecilia) ORCID (Vázquez-Toledo, Sandra) ORCID (Liesa-Orús, Marta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2021.2009550
Schlagwörter	Foreign Countries; Elementary School Students; Teacher Attitudes; Equal Education; Gender Bias; Social Influences; Cultural Influences; Inclusion; Elementary School Teachers; Student Diversity; Teacher Responsibility; School Responsibility; Community Responsibility; Spain + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Geschlechterstereotyp; Sozialer Einfluss; Cultural influence; Kultureinfluss; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrverpflichtung; Spanien
Abstract	This study explores the experiences and perceptions of primary education teachers regarding the struggle for gender equality in schools located in an area in northern Spain. In addition, it analyses the measures carried out in classrooms and schools to achieve this objective that are influenced by social and cultural factors, and does so within a scenario consisting of an inclusive school that advocates equality as one of its fundamental ethical principles. The study is included in the paradigm of qualitative research, and eight teachers from three public schools were interviewed. The teachers expressed their broad dissatisfaction with the generally limited involvement of the schools and the educational community in promoting gender equality, which is influenced by different social and cultural dynamics. Lines of action are proposed that motivate teachers to take responsibility for their teaching practice in order to guarantee gender equality in a context of cultural diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01