Subjective learning experiences of teacher educators: Links between public policies and the construction of a gender-sensitive professional identity

Abstract

This study explores whether the construction and development of a gender-sensitive professional teaching identity in science education is related to certain policies implemented in recent years to reduce the gender gap, particularly the National Policy for Gender Equality in Science, Technology, Knowledge, and Innovation. We adopt a constructivist, sociocultural-historical approach and analyze subjective learning experiences narrated by university educators who train future science teachers. We designed an exploratory, qualitative-phenomenological multiple case study involving 15 educators from six Chilean institutions, selected through non-probabilistic sampling, and conducted semi-structured interviews. To analyze the data, we used a technique that combined elements of reflexive thematic analysis and semiotic analysis. Overall, the findings indicate a relationship between the experiences narrated by our participants—which contribute to the construction of a gender-sensitive professional identity—and public policies. The study highlights the need for integrated strategies that effectively connect regulatory frameworks with formative experiences, thereby contributing to a more equitable higher education system that is responsive to gender perspectives.