Brecha de género en educación física: actitudes del profesorado hacia la igualdad

• Autores: J. Piedra Lara, Rafael García Pérez , Emilia Fernández García, Ángeles Rebollo-Catalán
• Localización: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, ISSN-e 1577-0354, Vol. 14, Nº. 53, 2014, págs. 1-21
• Idioma: español
• Títulos paralelos:
  • Gender gap in physical education: teacher´s attitudes towards equality
• Enlaces
  • Texto completo
• Dialnet Métricas: 19 Citas
• Resumen
  • español

    Este trabajo busca analizar las actitudes del profesorado de Educación Física hacia la igualdad de género y comparar las diferencias actitudinales entre ambos sexos.Se emplea una metodología tipo encuesta en la que participan 526 docentes de Educación Física. Los datos se obtienen aplicando la Escala School Doing Gender/teacher (SDG/t), compuesta por 30 ítems separados en tres subescalas. La mayoría de docentes estudiados adoptan una actitud adaptativa hacia los cambios relacionados con el género, y encontramos diferencias en las actitudes de este profesorado en función del género, obteniendo las profesoras puntuaciones más altas que los hombres. Necesitamos mejorar la formación en materia de igualdad con el objeto de concienciar más al profesorado y aumentar el conocimiento de los docentes, especialmente en el caso de los hombres.

  • English

    The aim of this paper is to analyse the Physical Education teachers� attitudes towards gender equality, and compare attitudinal differences between male and female teachers. This study follows a survey-type quantitative descriptive methodology in which 526 Spanish PE teachers have taken part. Data were collected using the Likert-type Scale SDG/t (School Doing Gender /teachers), made up of 30 items separated in three subscales. PE teachers mainly showed an adaptive attitude towards gender changes. Nevertheless, differences were observed with regard to the participants' attitude towards gender issues depending on their sex. More specifically, female teachers achieved higher scores than males. This result suggests a better training in gender issues should be carried out in order to raise awareness and update the PE teachers' knowledge, especially in the case of male teachers.

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