La formación del profesorado de Educación Primaria en diversidad sexo-genérica

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Begoña Sánchez Torrejón
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引用次数: 8

Abstract

This research work arises from the goal of detecting the training of active teachers in Primary Education on gender diversity and its intervention with respect to the inclusion of non-heteronormative students in schools. A key element in the inclusion of non-heteronormative students is the training of teachers in gender diversity for the construction of a school free of LGTBphobia. We have used the qualitative methodology, specifically the instrument proposed to collect the information has been the interview. The sample of the population universe is made up of 40 active Primary Education teachers from the province of Cadiz from public schools. Among the most notable results is reflected the confusion on the subject along with poor training, so teachers have no tools to include gender diversity in schools. We found that it is still a taboo subject at school and that it creates situations of rejection when it arises. We highlight the interest expressed by the teachers in receiving training on the subject in order to be able to work with gender diversity in an inclusive manner.
性别-性别多样性下的小学教师教育
这项研究工作的目标是检测小学教育中在职教师在性别多样性方面的培训及其对学校中非异性学生的干预。接纳非异性恋学生的一个关键因素是对教师进行性别多样性培训,以建设一所没有LGTB恐惧症的学校。我们使用了定性的方法,特别是建议收集信息的工具是访谈。人口宇宙的样本由来自加的斯省公立学校的40名活跃的小学教育教师组成。最显著的结果之一是反映出在这个问题上的困惑以及糟糕的培训,因此教师没有工具将性别多样性纳入学校。我们发现,在学校里,这仍然是一个禁忌话题,当它出现时,会造成被拒绝的情况。我们强调,教师们表示有兴趣接受这方面的培训,以便能够以包容性的方式处理性别多样性问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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