La reflexión metacognitiva como estrategia para trabajar las creencias de sexualidad y género en la formación docente

Abstract

This paper is part of a doctoral thesis written with the purpose of contributing an original knowledge about gender and sexuality beliefs of teacher’s knowledge. These beliefs were studied by analyzing the hidden curriculum that is considered an essential component of teaching practices. The curriculum shows the teachers´ beliefs about certain subjects that are highly decisive components in the creation of students´ own subjectivities.

As a result of our research, we have identified and characterized several teachers´ belief about gender and sexuality. These beliefs are essential components of teachers´ knowledge. We have also shown that these beliefs become explicit by working with metacognitive reflection strategies. This is considered a first step for the teachers to make a revision of what they believe.