Publication: Estudios de género y feminismo en la práctica docente: comparación entre docentes en formación y profesionales en ejercicio
Authors
Arteaga Mora, Benito A. ; Folleco Calixto, Leslie J. ; Tapia Montero, Gina S.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.686381
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info:eu-repo/semantics/article
Description
Abstract
El objetivo del estudio fue analizar comparativamente las percepciones del profesorado en formación inicial y en ejercicio profesional respecto a la presencia del feminismo y los estudios de género en su preparación académica y práctica pedagógica. Se aplicó un enfoque cuantitativo descriptivo–correlacional, con un diseño no experimental y de corte transversal. La muestra estuvo compuesta por 120 participantes: 60 docentes en formación y 60 docentes en ejercicio, seleccionados mediante muestreo no probabilístico. El instrumento empleado fue un cuestionario estructurado en cuatro dimensiones, acompañado de una escala tipo Likert, que evaluó conocimientos, actitudes, prácticas y valoración de la formación recibida. Los resultados evidenciaron diferencias estadísticamente significativas entre ambos grupos: el profesorado en ejercicio mostró mayores niveles de conocimiento teórico, actitudes favorables y prácticas inclusivas. La prueba de chi cuadrado confirmó contrastes relevantes entre categorías, y la correlación de Spearman (ρ = 0.57, p < 0.001) reveló una asociación positiva y elevada entre la calidad percibida de la formación y la frecuencia de aplicación de prácticas pedagógicas con enfoque de género. Se concluye que la formación continua y la experiencia profesional inciden directamente en la integración del feminismo y los estudios de género en la docencia, consolidándose como factores mediadores de la calidad educativa y la justicia social. Los hallazgos destacan la necesidad de fortalecer los programas de formación inicial y permanente, promoviendo una práctica docente más equitativa, crítica y transformadora.
The aim of the study was to comparatively analyze the perceptions of teachers in initial training and professional practice regarding the presence of feminism and gender studies in their academic preparation and pedagogical practice. A descriptive-correlational quantitative approach was applied, with a non-experimental and cross-sectional design. The sample consisted of 120 participants: 60 trainee teachers and 60 practicing teachers, selected through non-probabilistic sampling. The instrument used was a structured questionnaire in four dimensions, accompanied by a Likert scale, which assessed knowledge, attitudes, practices, and the evaluation of the received training. The results revealed statistically significant differences between the two groups: practicing teachers showed higher levels of theoretical knowledge, favorable attitudes, and inclusive practices. The chi-square test confirmed relevant contrasts between categories, and the Spearman correlation (ρ= 0.57, p < 0.001) revealed a strong positive association between the perceived quality of training and the frequency of applying gender-sensitive pedagogical practices. It is concluded that continuous education and professional experience directly influence the integration of feminism and gender studies in teaching, becoming mediating factors for educational quality and social justice. The findings highlight the need to strengthen initial and ongoing teacher training programs, promoting a more equitable, critical, and transformative teaching practice.
The aim of the study was to comparatively analyze the perceptions of teachers in initial training and professional practice regarding the presence of feminism and gender studies in their academic preparation and pedagogical practice. A descriptive-correlational quantitative approach was applied, with a non-experimental and cross-sectional design. The sample consisted of 120 participants: 60 trainee teachers and 60 practicing teachers, selected through non-probabilistic sampling. The instrument used was a structured questionnaire in four dimensions, accompanied by a Likert scale, which assessed knowledge, attitudes, practices, and the evaluation of the received training. The results revealed statistically significant differences between the two groups: practicing teachers showed higher levels of theoretical knowledge, favorable attitudes, and inclusive practices. The chi-square test confirmed relevant contrasts between categories, and the Spearman correlation (ρ= 0.57, p < 0.001) revealed a strong positive association between the perceived quality of training and the frequency of applying gender-sensitive pedagogical practices. It is concluded that continuous education and professional experience directly influence the integration of feminism and gender studies in teaching, becoming mediating factors for educational quality and social justice. The findings highlight the need to strengthen initial and ongoing teacher training programs, promoting a more equitable, critical, and transformative teaching practice.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), Vol. 29, Núm. 2, pp. 223-247
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