Abstract:

In the present study, we analyze the future of the teachers perception in relation to gender in Science, Technology, Engineering, Arts and Mathematics (STEAM). Gender aspects continue to play an important role in sciences education, conditioning study choices or shaping beliefs about one’s own capacities and those of others.

The aim of this study is to identify the attitudes of future teachers (in initial education) toward AR applications. More specifically, the study was focused on the following objectives:
1. To describe the attitudes of teachers in initial training toward a gender gap innovation project.
2. To identify possible factors that favour the development of good educational practices of teaching and learning with the help of Innovation STE(A)M.
3. To determine the inner consistency and reliability of a Gender Innovation Attitude Scale.

The sample, in the present study consisted of 1,533 students registered in the academic year 2016-17, in the Degree in Elementary Education, from five Spanish universities, of whom 450 (29%) were males and 1,103 (71%) were females. Throughout the course of the study, they took Information and Communication Technologies as a core subject, which had its practical lectures focused on the use of Innovation Projects.

For the collection of data, the Gender Innovation Skill Applications Attitude Scale (GISAAS) was used as a Likert scale grouped into three dimensions that determine the attitudes of future teachers toward the use of GISAAS applications in education, which are Relevance, Satisfaction and Reliability. In order to analyse the data, we employed the statistical software SPSS 23.0. An exploratory analysis was performed to obtain the factors structure. The Bartlett´s test of sphericity and the Kaiser-Meyer-Olkin (KMO) test for sampling adequacy were also conducted.

As for the second phase of the research has consisted of triangular two significant categories like the flexibility institutional, support interdisciplinary, curricula approaches and self-perception and confidence in one’s own potential and leadership. We have relied on previous research (Díaz-Noguera, M.D, 2012).

The results of the study have led to the following conclusions: students have developed a favorable attitude in their role as future teachers, towards initiatives addressing gender aspects in science education through innovative ways (Jiménez et al., 2018). We stress upon the role of arts-based approaches for combating gender stereotypes within science, and for tackling gender bias in educational and collaborative contexts.

Keywords:

Gender, Teaching Attitudes, Science, Technology, Engineering, Arts and Mathematics Education STE(A)M, Innovation and Collaboration.