Initial teacher formation in gender equality, evidence derived from the study programs

Abstract

The incorporation of gender equality into the study plans and into the formation of future teachers is a strategy that seeks to develop in them a positive vision towards this issue, so after graduating and when teaching and choosing different learning activities, it can be perceived by their students. That is why, the study programs of the Elementary Education Pedagogy career of the Universidad Católica del Maule (Catholic University of the Maule), Chile have been a subject of study. This institution sets out that professionals are formed under a model based on three types of competencies: general, professional and disciplinary, therefore, the formative itinerary of this bachelor focuses on developing competencies through its 56 study programs. The methodology used was based on an interpretative paradigm, with a qualitative epistemological approach, and the technique of gathering information was through documentary based analysis. The search of 21 concepts related to gender equality was carried out using NVivo 12 software in each of the formative competencies stated. The results show a low presence of concepts related to gender equality, which in turn evinces a difference between the concepts woman and man since the latter predominates more times than that of woman.