Perceptions and academic and professional aspirations of teachers-in-training: Gender barriers or possibilities?
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Cita com:
hdl:2117/331687
Tipus de documentArticle
Data publicació2020-05
EditorOmnia Science
Condicions d'accésAccés obert
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continguts d'aquesta obra estan subjectes a la llicència de Creative Commons
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Reconeixement-NoComercial 3.0 Espanya
Abstract
Purpose: This paper presents the results of the application of an adaptation of the "Perceived Barriers
Questionnaire" (PBQ) (Rodríguez-Lajo, Vila & Freixa, 2008) to identify if there are gender roles and
stereotypes that influence the perceptions and future expectations, both in academic and the professional
spheres, of teachers-in-training at the University of Córdoba.
Design/methodology: The sample of the study is composed of the students enrolled in the Social
Education Degree and the Masters in Inclusive Education and Teaching Staff of Compulsory
Secondary Education and Baccalaureate, Vocational Training and Language Teaching at the University
of Córdoba. The questionnaire was administered to 157 students. The data were subjected to descriptive
analysis, comparative means, correlational and regression analysis, study of internal consistency and
factorial structure through exploratory and confirmatory factor analysis.
Findings: The results show, among other issues, some professional aspirations related to training rather
than leadership, a greater fear of negative evaluation in women than in men and an important
relationship between the perception of the gender role attributed to men and women in the workplace
and their own aspirations and educational and professional expectations.
Research limitations/implications: The main limitation of the study s in its sample, as it is focused
only on students of careers belonging to the field of Education Sciences and, specifically, at the
University of Córdoba, so it would be interesting to carry out future studies with samples wider
population.
Originality/value: This study aims to highlight the importance of detecting possible gender barriers
during the training of educators to implement the necessary measures to promote true equality between
women and men. In this sense, this research can be extrapolated to any educational environment, as well
as work.
Localització
CitacióHidalgo Ariza, M.D.; Muñoz González, J.M.; Hinojosa Pareja, E.F. Perceptions and academic and professional aspirations of teachers-in-training: Gender barriers or possibilities? "Intangible Capital", Maig 2020, vol. 16, núm. 1, p. 31-42.
ISSN1697-9818
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