CREENCIAS DE DOCENTES EN FORMACIÓN Y EN EJERCICIO ACERCA DE LA EDUCACIÓN CON PERSPECTIVA EN IDENTIDAD DE GÉNERO

The recognition of and respect for gender diversity has become an important challenge for the educational system. The following research aimed to understand the beliefs of teachers in training and in practice about education with a gender identity perspective. For this purpose, and from a qualitative phenomenological approach, ten semi-structured interviews were conducted: five with teachers in training and five with practicing teachers, all of them with educational experiences with students from the LGBTQ+ community. Four categories emerged from the interviews analyzed through qualitative content analysis: (1) Definition of gender identity; (2) Student profile; (3) Incorporation of gender identity in the classroom; and (4) Training in education with a gender identity perspective. The main findings reveal positive beliefs regarding education with a gender identity approach, associated with the conviction that the collaborative work of the school community is essential for a paradigm shift. However, there is a lack of theoretical and practical resources that meet the educational needs of LGBTQ+ students. It is concluded that there is a need to establish training spaces in this area both for teachers in training and in practice, in order to move towards an egalitarian, fair and inclusive education.