Educating Prospective Teachers for a Sustainable Gender Equality Practice: Survey Design and Validation of a Self-Efficacy Scale

Autor/inn/en	Miralles-Cardona, Cristina; Chiner, Esther; Cardona-Moltó, María-Cristina
Titel	Educating Prospective Teachers for a Sustainable Gender Equality Practice: Survey Design and Validation of a Self-Efficacy Scale
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 2, S.379-403 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-06-2020-0204
Schlagwörter	Preservice Teachers; Equal Education; Gender Differences; Test Construction; Test Validity; Self Efficacy; Teacher Competencies; Foreign Countries; Sustainable Development; Early Childhood Teachers; Elementary School Teachers; Secondary School Teachers; Spain + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Testaufbau; Testvalidität; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Ausland; Nachhaltige Entwicklung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Spanien
Abstract	Purpose: This study aims to assess future teachers' beliefs in their capabilities for sustainable gender equality (GE) practice after graduation and to analyze differences across degree and sex using a self-efficacy scale specifically designed and validated for this study. Design/methodology/approach: A survey was administered to three cohorts of undergraduate and graduate student teachers at the University of Alicante, Spain. Using a convenience sample that represented the three teacher majors in early childhood, elementary and secondary education, 610 students were asked to rate their confidence in gender knowledge, skills and awareness using a six-point Likert scale. Findings: Upon graduation, teachers reported unrealistic perceptions of their ability to practice a sustainable GE. The level of self-efficacy was found moderate in the three teacher cohorts with no statistically significant differences across degrees in any of the three efficacy components but gender attitudes were rated significantly higher by female students. Originality/value: This study provides a reliable and valid instrument specifically helpful for guiding the education for the sustainable development (SD) of GE in instructional settings. Because there is no systemic approach to teaching sustainability nor valid and reliable instruments to assess gender competence for practicing a gender pedagogy, this tool will hopefully provide teacher education institutions a conceptual and practical framework on how GE can successfully be mainstreamed into the curriculum. Infusing SD of GE in curricula and assessing interventions as a habitual practice could be useful to monitor sustainability performance over time and assess contributions to SDG5. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01