Jerarquías de género en la educación científica: concepciones y prácticas del profesorado formador de formadores

The objective of this study was to identify how gender hierarchies are expressed in the conceptions of gender and science education, as well as in the declared teaching practices of the teachers’ educators (FdF). The research is conducted through a qualitative approach and in-depth case study design. The case studies involve four teacher educators who are recognized in the academic community for their sensitivity to gender in the science education field. Interviews were developed, which contemplated the use of a pedagogical dilemma. A dialogical discourse analysis (DDA) was performed. The results indicate that the FdF teachers position their conceptions from the visions of equity and plurality, which shows a reflective process about their teaching. This could have implications in the generation of educational practices that promote educational spaces that attend to diversity and inclusion.