Perspectiva de género: ¿un enfoque presente en la formación del profesorado universitario en química?

Abstract

We present the results of an exploratory study in which we investigated the training of chemistry teachers at an Argentine university in relation to the gender perspective. We analyzed 8 semi-structured interviews and 20 course documents through the constant comparison method and obtained emerging categories that allowed us to identify some curricular characteristics of the training course. The interviews were conducted with current and graduate students, covering the entire period of operation of the career until now (2009-2021). The main result is that the gender perspective is articulated mainly in pedagogical training, with greater strength in recent years, but not in the rest of the course. In addition, the categories constructed led us to conclude that teacher training contains androcentric biases, characteristics detected in relation to the reference knowledge of the degree course, which in this case corresponds to knowledge of natural science, but also in relation to more general pedagogical and didactic aspects.