Gender and Landscape: theoretical notes and beliefs of teachers in initial training

Abstract

An educational research work is presented whose main objective is to carry out an analysis from a gender perspective of the conceptions and beliefs around the perception of the landscape presented by students in initial teacher training of the Primary Education degree of the University of Jaén and the University of Granada. After a theoretical approach to the feminist geography of gender, necessary to address this study, a contextualization of gender studies is carried out focused on the didactics of the landscape, reaching the conclusion that we are faced with an almost absolute absence of them. For the analysis of beliefs, a mixed methodology questionnaire has been developed, validated by a group of external experts, consisting of 34 questions, some dichotomous and others open, so that the analysis of its results has been carried out both from a quantitative as well as a qualitative point of view. In addition, the application of the two question modalities has allowed us to contrast the difference between their perception and their real knowledge on certain issues, as well as the influence that the different variables applied from intersectionality have on their conceptions. The results openly show the different impact that the different variables applied have on the beliefs of the students according to sex and the variable itself.