Abstract

The main objective of this research study is to characterize conceptions on the relationship between gender and science education (SE) among university professors who teach science teachers. The methodology is exploratory-descriptive and is conducted at two universities. Eight teacher trainers recognized for being sensitive to gender issues (SE) are surveyed through in-depth interviews. The results show that they question the gender gap, stereotypes, and hierarchies in science. Their understanding of gender theories is assessed along with the importance they give to their educational link with their students. The professors surveyed identify questioning visions of the CE heteronormative model while acknowledging the importance of having a virtuous educational link in initial teacher training as a reciprocal gender practice. It is concluded that the professors surveyed reflect on the stereotypes of people in science and on their personal experiences related to gender inequality.