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Article

Chilean Teacher Educators’ Conceptions on the Absence of Women and Their History in Teacher Training Programmes. A Collective Case Study

1
Faculty of Education, University of The Americas, Santiago de Chile 8370040, Chile
2
Faculty of Education, International University of La Rioja, 26006 La Rioja, Spain
3
Department of Curriculum & Pedagogy, Faculty of Education, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
*
Author to whom correspondence should be addressed.
Academic Editor: Delfín Ortega-Sánchez
Soc. Sci. 2021, 10(3), 106; https://doi.org/10.3390/socsci10030106
Received: 27 January 2021 / Revised: 12 March 2021 / Accepted: 16 March 2021 / Published: 19 March 2021
Schools must assume a clear position that considers gender perspectives and studies in their programmes’ construction as well as in discourses and practices produced and reproduced in the school context. Social sciences education is a key area that enables the creation of tools to reflect and foster social justice practices in face of violence against women. In this article, we focus on some reflections of social sciences education professors in Chile. Specifically, we discuss the limitations they face to include women and women issues in their classes. The methodology utilised is Collective Case Studies. The methodology used has a socio-constructivist approach and critical theory perspective, seeking to understand the structures of meaning around the invisibility of women and their history. Among the results, the willingness of professors to include and transform their practices towards perspectives that promote inclusion and social justice stands out. However, they have different limitations, such as excessive workload, the tradition already present in teacher education programmes, and the rigidity of the hegemonic and patriarchal structures. View Full-Text
Keywords: teacher training; women; education; conceptions teacher training; women; education; conceptions
MDPI and ACS Style

Marolla Gajardo, J.; Castellví Mata, J.; Mendonça dos Santos, R. Chilean Teacher Educators’ Conceptions on the Absence of Women and Their History in Teacher Training Programmes. A Collective Case Study. Soc. Sci. 2021, 10, 106. https://doi.org/10.3390/socsci10030106

AMA Style

Marolla Gajardo J, Castellví Mata J, Mendonça dos Santos R. Chilean Teacher Educators’ Conceptions on the Absence of Women and Their History in Teacher Training Programmes. A Collective Case Study. Social Sciences. 2021; 10(3):106. https://doi.org/10.3390/socsci10030106

Chicago/Turabian Style

Marolla Gajardo, Jesús, Jordi Castellví Mata, and Rodrigo Mendonça dos Santos. 2021. "Chilean Teacher Educators’ Conceptions on the Absence of Women and Their History in Teacher Training Programmes. A Collective Case Study" Social Sciences 10, no. 3: 106. https://doi.org/10.3390/socsci10030106

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