Haur Hezkuntzako profesioaren feminizazioa: Egungo egoeraren azterketa eta maisu maistren identitate profesionalerako inplikazioak

Abstract

In education, and especially in the first teaching stages, the feminization of the teaching staff, i.e., the fact that there are more female teachers, is a universal fact. The aim of this work is twofold: on the
one hand, to create an X-ray of the current Early Childhood Education teaching staff in the Basque Autonomous Community in terms of gender distribution. Secondly, it aims to analyze the professional identities as well as the representations of care. For this purpose, firstly, the evolution of Early Childhood Education professionals over the last ten years was analyzed through the data provided both by the Basque Government and by all the Universities of the ACBC. The results indicated that the proportion of teachers had not changed in the last 10 years and was directly related to the age of the students. Secondly, a questionnaire was administered to 130 students and teachers of Early Childhood Education. The results indicated that women had an earlier and longer-term teaching vocation than men. However, there were no differences in the importance given to caregiving tasks within their professional identity. Based on the results, we will reflect on the possible social implications of the feminization of Early Childhood Education.