A gender perspective in initial English language teacher education: an Argentinian experience

Darío Luis Banegas, Lina Gabriela Jacovkis, Antonella Romiti

Research output: Contribution to journalArticle

Abstract

In second language teacher education there is a gap in the literature concerning initial teacher preparation on gender and sexuality education. The aim of this study is to analyse the impact of a foreign language teaching module with a gender perspective on the education of a group of 30 student–teachers at an online initial English language teacher education programme in Argentina in 2018. Following an ecological approach to teacher research, data were gathered through surveys and student– teachers’ completion of coursework. Overall, the student–teachers found the experience beneficial both regarding their personal development as citizens and future teachers, in terms of their increased awareness of gender matters and their ability to produce motivating language activities anchored in wider social practices which promote gender equality and diversity. The study includes implications for initial teacher education and curriculum development.
LanguageEnglish
Number of pages22
JournalSexuality & Culture
Early online date4 Apr 2019
DOIs
Publication statusE-pub ahead of print - 4 Apr 2019

Fingerprint

English language
gender
teacher
student teacher
education
experience
foreign language teaching
curriculum development
language
Argentina
equality
sexuality
citizen
ability
Group

Keywords

  • teacher education
  • gender equality
  • language education
  • TESOL

Cite this

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title = "A gender perspective in initial English language teacher education: an Argentinian experience",
abstract = "In second language teacher education there is a gap in the literature concerning initial teacher preparation on gender and sexuality education. The aim of this study is to analyse the impact of a foreign language teaching module with a gender perspective on the education of a group of 30 student–teachers at an online initial English language teacher education programme in Argentina in 2018. Following an ecological approach to teacher research, data were gathered through surveys and student– teachers’ completion of coursework. Overall, the student–teachers found the experience beneficial both regarding their personal development as citizens and future teachers, in terms of their increased awareness of gender matters and their ability to produce motivating language activities anchored in wider social practices which promote gender equality and diversity. The study includes implications for initial teacher education and curriculum development.",
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A gender perspective in initial English language teacher education : an Argentinian experience. / Banegas, Darío Luis; Jacovkis, Lina Gabriela ; Romiti, Antonella.

04.04.2019.

Research output: Contribution to journalArticle

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AU - Romiti, Antonella

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AB - In second language teacher education there is a gap in the literature concerning initial teacher preparation on gender and sexuality education. The aim of this study is to analyse the impact of a foreign language teaching module with a gender perspective on the education of a group of 30 student–teachers at an online initial English language teacher education programme in Argentina in 2018. Following an ecological approach to teacher research, data were gathered through surveys and student– teachers’ completion of coursework. Overall, the student–teachers found the experience beneficial both regarding their personal development as citizens and future teachers, in terms of their increased awareness of gender matters and their ability to produce motivating language activities anchored in wider social practices which promote gender equality and diversity. The study includes implications for initial teacher education and curriculum development.

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