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Initial training and construction of teaching identity in preschool educators: an analysis from the gender perspective

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No. 13 (2024): Julio-Diciembre
https://doi.org/10.5354/2452-5014.2024.75460

Abstract

The objective of this article is to analyze the experiences of preschool education students during their initial training, and how the hidden gender curriculum contributes to the construction of their teaching identity. This qualitative research, in which group interviews were carried out, was framed in a feminist epistemology. The main findings show that the teaching identity is constructed from the experiences lived in the initial training. A set of characteristic features of the teaching identity of the interviewees was expressed in sexist representations that revealed a feminization of the profession and a reproduction of the roles socially assigned to the feminine, which translates into a teaching identity that perpetuates gender roles.

Keywords:

gender perspective, non-sexist education, teacher training, teaching identity, early childhood education

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How to Cite
Vargas Torres , M. E. . (2024). Initial training and construction of teaching identity in preschool educators: an analysis from the gender perspective. Revista Saberes Educativos, (13), PP. 1–23. https://doi.org/10.5354/2452-5014.2024.75460
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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