Education in Sexuality and Equality: Needs in the Initial Training of Teachers in Spain

Autor/inn/en	Bejarano-Franco, María Teresa; Martínez-Martín, Irene; Blanco-García, Montserrat
Titel	Education in Sexuality and Equality: Needs in the Initial Training of Teachers in Spain
Quelle	27 (2023) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bejarano-Franco, María Teresa) ORCID (Martínez-Martín, Irene) ORCID (Blanco-García, Montserrat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Sex Education; College Students; Teacher Education Programs; Teacher Competencies; Sex Stereotypes; Gender Issues; Gender Bias; Feminism; Knowledge Level; Sexuality; Interpersonal Relationship; Intimacy; Acquired Immunodeficiency Syndrome (AIDS); Sexual Orientation; Sexual Identity; Sexual Abuse; Social Bias; Beliefs; Spain + Suchen Sie Ihr Suchwort? Ausland; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Collegestudent; Lehrkunst; Geschlechterfrage; Geschlechterstereotyp; Feminismus; Wissensbasis; Sexualität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Intimität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Sexueller Missbrauch; Belief; Glaube; Spanien
Abstract	Introduction. Sexuality and equality education are considered areas of relevant pedagogical research and intervention within current educational contexts in view of the violence and inequalities derived from the patriarchal system. Aims. This paper presents the main results of a research study that seeks to analyze the competence in sexuality and equality of university students during teacher training in Spain (Castilla la Mancha University). Method. For this, the study used a quantitative methodology and administered a nine-dimension questionnaire to 371 students. Results. The study revealed the weak acquisition of competence in sexuality and equality and the persistence of stereotyped images of sexualities. Furthermore, these findings show that future teachers have a weak equality-based professional practice due to an educational approach that lacks a gender perspective. Conclusions. The main conclusions highlight the evident formative needs in sexuality and equality and the absence of transforming feminist knowledge. All this can affect the development of quality education in sexuality and equality in students' future educational practices. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01