Teachers’ in-service training from a gender perspective

Critical analysis of the training plan of the Basque Country

Authors

DOI:

https://doi.org/10.55777/rea.v14iEspecial.3394

Keywords:

Teacher, On-going Training, Coeducation, Gender Perspective, Leadership

Abstract

The school as a context of socialization...

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Author Biographies

María Álvarez-Rementería Álvarez, Universidad del País Vasco

PhD student in the Psychodidactics programme (UPV/EHU, 2016-present), Master in Psychodidactics: Educational Psychology and Specific Didactics (UPV/EHU, 2015-2016) and graduate in Primary Education Teaching (UCM, 2011-2015). Her main activity is focused on her doctoral thesis, which revolves around the continuous training of Primary Education teachers in the development of inclusive education. She is currently contracted as a research staff trainee in the Department of Didactics and School Organisation, and is also part of the consolidated research group: KideOn. She has enjoyed a stay at NUI - Galway (Ireland, 2019). She is also currently involved in two projects: University-Business-Society Project for a socio-health-educational coordination for the care of families with children with rare diseases; and Erasmus + INSIDE Project, which aims to promote the inclusion of students with Special Educational Needs through digital tools.

 

Leire Darretxe Urrutxi, Universidad del País Vasco/Euskal Herriko Unibertsitatea

Doctor in Pedagogy (2010), Pedagogue, Master in Special Education and Diploma in Early Childhood Education. She has also been trained in a biennial course on educational psychomotor practice and a specialisation course in Early Childhood Care. Since 2005 she has been a teacher and researcher in the Department of Didactics and School Organisation at the University of the Basque Country/Euskal Herriko Unibertsitatea. Her research has focused on various subjects related to the field of educational and social inclusion, specifically in community action and vulnerable groups such as children in situations of vulnerability and the comprehensive response to students with rare diseases. She has participated in several research projects (UFI in Education, Culture and Society; Consolidated Group of the UPV/EHU; R+D+i; University-Society; Erasmus+; OTRIs) and several educational innovation projects, one of them being a specialised group. She has made several stays as a visiting professor in Spain (Seville, Vigo), UK (Sheffield, Exeter, Southampton), Holland, Ecuador and Chile.

Maite Arandia Loroño, Kideon, grupo de investigación consolidado del Gobierno Vasco (categoría A/ IT1342-19)

PhD in Pedagogy from the UPV/EHU. She has collaborated in various R+D+I projects. Among them, those related to the analysis of dialogical theories and societies, educational change, diversity and social inequalities should be highlighted. She has taken part in European projects: CREANOVA-Creative Learning and Networking for European Innovation and Erasmus+ Youth Lab: dialogue of proposals on youth activation. Since 2004, she has participated in educational innovation projects funded by the UPV/EHU. These projects have allowed, among other changes, to generate a project for a degree in Social Education with a perspective of curricular integration, connection with the professional world, with the gender perspective as a cross-cutting issue, as well as opening new ways of interprofessional work. She is a member of the Ethics and Deontology Commission of the Professional Association of Educators of the Basque Country, from where she promotes training, research and networking processes of good educational practices from an ethical perspective. It collaborates with the consolidated research group Kideon (UPV/EHU). The results of the topics on which she has been working have been disseminated in different conferences and articles have been published in: a) journals of different impact levels; among others, Revista de Educación, REDU, REICE, Tendencias Pedagógicas, Revista Interuniversitaria de Formación del profesorado, Qualitative Inquiry, b) books and book chapters in publishing houses such as Aljibe, Narcea, Graó, Dykinson, MacGraw Hill.

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Published

2021-10-25

How to Cite

Álvarez-Rementería Álvarez, M., Darretxe Urrutxi, L., & Arandia Loroño, M. (2021). Teachers’ in-service training from a gender perspective: Critical analysis of the training plan of the Basque Country. Journal of Learning Styles, 14(Especial), 60–74. https://doi.org/10.55777/rea.v14iEspecial.3394

Issue

Vol. 14 No. Especial (2021): Women's visibility in education as a driver for change and equality

Section

ARTÍCULOS DE INVESTIGACIÓN TEMÁTICA Vol. 14. Núm. Esp. (2021).

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