Version 1
: Received: 18 November 2022 / Approved: 21 November 2022 / Online: 21 November 2022 (03:38:01 CET)
How to cite:
Miralles-Cardona, C.; Kitta, I. Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece. Preprints2022, 2022110367. https://doi.org/10.20944/preprints202211.0367.v1
Miralles-Cardona, C.; Kitta, I. Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece. Preprints 2022, 2022110367. https://doi.org/10.20944/preprints202211.0367.v1
Miralles-Cardona, C.; Kitta, I. Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece. Preprints2022, 2022110367. https://doi.org/10.20944/preprints202211.0367.v1
APA Style
Miralles-Cardona, C., & Kitta, I. (2022). Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece. Preprints. https://doi.org/10.20944/preprints202211.0367.v1
Chicago/Turabian Style
Miralles-Cardona, C. and Ioanna Kitta. 2022 "Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece" Preprints. https://doi.org/10.20944/preprints202211.0367.v1
Abstract
In the context of the Education-2030 Framework for Action, an important goal for initial STEM teacher education is to provide professional development on equality and gender awareness. This study explored whether STEM prospective secondary teachers are prepared to implement a sustainable gender-sensitive practice upon graduation. To this end, we cross-culturally validated the TEGEP (Teacher Self-Efficacy for Gender Equality practice) scale and compared STEM student teachers’ perceptions of self-efficacy by country and sex. Participants were 205 STEM (science, technology, engineering, and mathematics) secondary school student teachers (136 Greek and 69 Spanish) drawn from seven public universities (six Greek, one Spanish). Statistical analysis confirmed the structure and factor invariance of the TEGEP across country and between sexes showing evidence that gender equality self-efficacy level is only moderate and that perceived competence in gender knowledge was significantly higher in Greek than in Spanish STEM student teachers, while the latter felt more competent than the Greek in developing values and attitudes in regards to gender. The study provides a cross-validated instrument to measure gender equality self-efficacy in STEM teacher education and evaluate sustainable changes after planned interventions.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
