ANALYSIS OF THE GENDER PERSPECTIVE IN INITIAL TEACHER TRAINING IN PHYSICAL EDUCATION: A COMPARATIVE CASE STUDY IN ARGENTINA AND SPAIN

Abstract

The processes of teacher training have acquired great relevance over the past few years, generating considerable interest and concern regarding this stage. For this reason, the objective of the present study is to analyze the teacher training curricula, specifically in physical education, at the National University of La Plata (Argentina) and the Pontifical University of Salamanca (Spain), with special attention to the gender perspective. Methodologically, we will use the Comparative Case Study, a strategy that will allow us to describe, understand, and explain the reality of two geopolitically distinct contexts. The results obtained highlight some similarities, but especially notable differences, in how the gender perspective is expressed in both institutions, with a greater presence in the Argentine context than in the Spanish one. In this regard, several reasons could justify the differences found, although one stands out above the rest: the influence of the context, not only in the development of educational systems but also in the implementation of their policies. It seems logical that two contexts with such significant historical, social, or political differences will also exhibit significant differences in the pedagogical sphere.