Characterization of teaching practices that facilitate or limit student participation from a gender perspective. A case study for the training of physical education and mathematics teachers in a regional university in Chile

Abstract

The study addresses from a gender perspective, the scope of the practices that university teachers have implemented in Initial Teacher Education. The main objective was to know the teaching practices in the university and school classroom, which facilitated and/or limited the participation of students from the experience of those who have lived them as students of Secondary Education Pedagogy in Mathematics and Physical Education Pedagogy. This is a multiple case study, with a qualitative approach. The results show the presence of various teaching practices in which both the absence of a gender approach and the persistence of an acceptance of certain gender roles and stereotypes that continue to be transmitted in university and school classrooms are evident. Although future teachers of Mathematics and Physical Education are clearly aware of the characteristics of these practices and the discrimination associated with some of them, new challenges arise from this study to promote changes in initial teacher training which will allow young people to be agents of the social transformation required in terms of gender equity in education.