Gender Perspective in Teacher Training. A System Review

DOI: https://doi.org/10.5209/rced.93115
Keywords: sexism, stereotype, teacher education, curriculum

Abstract

This article is the result of a systematic review conducted to examine the current state of inclusion of a gender perspective in teacher training. The main was to provide answers regarding the current situation, the reasons for its inclusion, and strategies for implementation. The databases used were Web of Science and SCOPUS, consulted up until November 22, 2023. The selected documents consist of articles published in journals since 2017, with full-text availability in Spanish or English. A total of 27 articles were selected following the PRISMA 2020 guidelines for systematic reviews and analyzed using the Newman and Gough model. The study demonstrates a shared opinion on the necessity of incorporating gender-related topics in teacher training. This is justified by the widespread lack of knowledge in this area and the limited or non-existent presence of these topics in university academic offerings. These factors should be considered, given the significant influence that teachers have in perpetuating gender stereotypes and fostering sexist practices in educational processes. Therefore, it is suggested to review and modify the curriculum to include specific subjects related to gender and to integrate this perspective throughout the entire academic offerings at the university.                                     

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Author Biographies

Stefany, Granada University

Master's degree in Education with a focus on Curriculum and Administration, currently pursuing a Doctorate in Education at the University of Granada in the area of Curriculum, Organization, and Training for Equity in the Knowledge Society. I am researching the inclusion of a gender perspective in initial teacher education, and I am a recipient of a scholarship from the National Agency for Research and Development (ANID) through the scholarship program for foreign doctoral studies, Becas Chile.

María Asunción, Universidad de Granada

Bachelor's degree in Pedagogy from the University of Granada and a Doctorate in Education from the same university. Currently, she holds the position of Associate Professor in the Department of Teaching and School Organization and serves as the Vice Dean for Innovation, Research, and Transfer at the Faculty of Education Sciences at the University of Granada. She is a member of the research group FORCE (School-Centered Training). Her main research areas include teacher education, both initial and continuous, professional development of teachers, and leadership and equity in the knowledge society.

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Published
2025-01-15
How to Cite
Stefany y María Asunción. (2025). Gender Perspective in Teacher Training. A System Review. Revista Complutense de Educación, 36(1), 69-82. https://doi.org/10.5209/rced.93115
Issue
Vol. 36 No. 1 (2025)
Section
Articles

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