The challenge of non-sexist education in initial teacher training: preschool teachers' practices in chilean public schools

Authors

  • Ximena Azúa Universidad de Chile
  • Daniela Lillo Universidad de Chile
  • Pamela Saavedra Universidad de Chile

DOI:

https://doi.org/10.31619/caledu.n50.721

Keywords:

education policy, educational practices, preschool teachers, role of education

Abstract

The issue of sexism in education moved to the forefront of the student movements, in 2018. While it has been identified at every educational level, its presence in early childhood education is of particular concern, since that is where early socialization occurs, and meanings of the social world are internalized. Thus, this study explores possible gender biases in teaching practices at this level and analyzes typologies on gender biases and stereotypes in the teaching practice of preschool educators. The study includes a descriptive analysis of the dimensions and subdimensions, according to the information gleamed from the guided viewing questions applied to videos from the annual teacher evaluation. The main results indicate there is significant naturalization of sexist practices by educators of all grades and ages, which generates an urgent need to incorporate, emphasize and prioritize a gender focus in training future preschool educators.

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Published

2019-07-30

Issue

No. 50 (2019)

Section

RESEARCH PAPERS

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