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Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives

Edited By Jean-Luc Gilles

The PEERS program proposes international exchanges adapted to the context of teacher training institutions wishing to take advantage of internationalization in order to link training, research, and practice. PEERS is based on the completion of Research and Innovation (R&I) projects during the academic year, during which international groups of professors and students from teacher training partner institutions collaborate remotely as well as during two placements of one week. For the students, the PEERS program aims to develop competencies in distance collaboration with the help of Information and Communication Technology (ICT), the management of intercultural groups, and the continuous improvement of their activities through reflective thinking and the spirit of research. For the professors the PEERS program aims to better link research and training, to reinforce their skills in the management of international research projects and to foster opportunities for international publications.

The aim of this collective book is to give an overview of the Issues, case studies and perspectives of the PEERS program. The first section entitled "Issues, Opportunities, and Challenges for the Internationalization of Teacher Training in a Globalized, Multicultural, and Connected World", focuses on the foundations and general features of PEERS projects, as well as the context of globalization in the intercultural and connected world in which it is situated.

The second section, "Case Studies and Lessons Learned from the PEERS Project in Southern Countries" constitutes a series of chapters presenting case studies on PEERS projects focused on innovation and cooperation in the developing world. The third section, "Results of Research-Oriented PEERS Projects," considers the results from PEERS projects that have enabled the implementation of theoretical and practical educational research, generally taking the form of small-case research studies or innovations in the design of teaching units. Finally, in the conclusion we propose to present the key points of the three sections that make up this book "Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives".

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Chapter 11: Football, Dance, Dolls and Toy Cars: Comparative Analysis Between Switzerland and Spain in Relation to Gender Stereotypes Among Primary School Pupils (Antoine Breau / Vanessa Lentillon-Kaestner / Dolors Ribalta Alcade)

Extract

Antoine Breau*, Vanessa Lentillon-Kaestner* and Dolors Ribalta Alcade**

antoine.breau@hepl.ch – vanessa.lentillon-kaestner@hepl.ch – modolorsra@blanquerna.url.edu

* Training and research unit in physical and sports education, University of Teacher Education of State of Vaud, Lausanne, Switzerland

** Faculty of Psychology, Education Sciences and Sport, University Ramon Llull Blanquerna, Barcelona, Spain

Chapter 11: Football, Dance, Dolls and Toy Cars: Comparative Analysis Between Switzerland and Spain in Relation to Gender Stereotypes Among Primary School Pupils

Abstract

Carried out in the context of a PEERS project between Lausanne and Barcelona, the aim of this study was to compare the place of gender stereotypes among young pupils educated in Swiss and Spanish schools. These stereotypes were measured in relation to sporting activities (football and dance) and in relation to toys (dolls and toy cars). Questionnaires were distributed to the pupils of both countries (n = 120) and focus groups were set up (n = 9). The results show that a large majority of pupils adhere to gender stereotypes and that they separate activities into two categories: male (football and toy cars) and female (dance and dolls). Some differences emerge between the two countries, the Spanish pupils adhering to gender stereotypes in a more pronounced way than the Swiss. At school, action against stereotypes should be developed to allow each and every pupil to engage freely and confidently in all activities.←193 | 194→

1. Introduction

At an international level, the issue of gender in school...

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