Teachers’ perceived efficacy of their ability to teach using a gender approach is key for future generations to become more gender-sensitive and respectful towards gender inequities. However, little is known about graduate training for gender-responsive STEM (science, technology, engineering, and mathematics) teaching. In this study, after exploring the measurement invariance across countries (Greece and Spain) and sexes (male and female) of the TEGEP (Teacher Self-Efficacy for Gender Equality Practice) scale, a total of 222 prospective secondary school STEM teachers (136 Greek, 86 Spanish) from seven public universities were surveyed. Results showed that (1) the TEGEP has acceptable measurement invariance across countries and among sexes allowing comparison between groups and (2) that Greek and Spanish STEM students finish their master studies without sufficient confidence in gender knowledge, skills, and attitudes to practice a gender-sensitive teaching. The ability to teach gender knowledge was significantly higher in Greek than in Spanish students (4.52 vs. 4.03), while the latter felt more competent than the Greek students in conveying values/attitudes in regard to gender (4.54 vs. 4.83). The study calls for reflection, and considering that gender mainstreaming in STEM is anecdotal and not aligned with existing curricula, seeks to raise awareness and institutional compromise in implementing a gender-responsive approach in STEM. The TEGEP could be utilized to assess and monitor the gender competencies required of graduates in order to provide a more equitable and gender-sensitive STEM education in Greece and Spain.
In the context of the Education-2030 Framework for Action, an important goal for initial STEM teacher education is to provide professional development on equality and gender awareness. This study explored whether STEM prospective secondary teachers are prepared to implement a sustainable gender-sensitive practice upon graduation. To this end, we cross-culturally validated the TEGEP (Teacher Self-Efficacy for Gender Equality practice) scale and compared STEM student teachers’ perceptions of self-efficacy by country and sex. Participants were 205 STEM (science, technology, engineering, and mathematics) secondary school student teachers (136 Greek and 69 Spanish) drawn from seven public universities (six Greek, one Spanish). Statistical analysis confirmed the structure and factor invariance of the TEGEP across country and between sexes showing evidence that gender equality self-efficacy level is only moderate and that perceived competence in gender knowledge was significantly higher in Greek than in Spanish STEM student teachers, while the latter felt more competent than the Greek in developing values and attitudes in regards to gender. The study provides a cross-validated instrument to measure gender equality self-efficacy in STEM teacher education and evaluate sustainable changes after planned interventions.
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