The Gender Perspective in Preschool Teacher Training at the Miguel F. Martínez Normal School in Nuevo León, Mexico

Training teachers in early childhood education represents a crucial task, particularly in the post-pandemic era, amidst calls for a new social contract. Therefore, it is imperative to address the research question: How can a university-level pedagogical proposal for initial education in Mexico effectively address teaching and learning under a gender-focused approach? The research was conducted within the qualitative paradigm, specifically within the context of university teacher training. The participants were faculty members from Miguel F. Martínez Normal School who teach in the Bachelor's program in Early Childhood Education in the state of Nuevo León, Mexico. A two-session Gender Perspective Workshop was conducted. The findings of the study underscore the shortcomings of teacher training, while also underscoring the dearth of gender-related content in academic curricula. While new initiatives are being implemented, the challenges in implementing them are significant. Additionally, the results indicate that Mexican teachers have had negative experiences that limit their ability to recognize when rights are being violated. Conversely, students are also unaware of the implications of gender-focused training. Nevertheless, the findings indicate that both teachers and students are receptive to gender-focused education.