Being a woman-teacher. Meanings, and senses of undergraduate students in social sciences, in the development of their pedagogical practice
Guardado en:
| Autor: | |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2020 |
| Descripción: | Summary: The objective of the work is to characterize the beliefs of the bachelor's degree students in Social Sciences of Fundación Universitaria del Área Andina about the teaching-gender relationship to account for the meaning and meaning given to being a female teacher. For this, a documentary analysis of the reflections delivered in the Pedagogical Practice that students take before receiving their professional title, a focus group and a self-completed survey (for the second phase 2020) was carried out. It is found that various perspectives and emphasis on the woman-teacher relationship coexist, in such a way that some continue to refer to the feminine of care, and others to being professional. Based on these conclusions, it is proposed to open new spaces for educational reflection and research from the gender perspective, in order to contribute to the field and enrich the training of teachers. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/44868 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/estudios/article/view/44868 |
| Palabra clave: | Gender, social representations, subjectivity, pedagogical practice Género, representaciones sociales, subjetividad, práctica pedagógica. |