Family and school’s educational responsibilities: analysis in the Spanish context from a gender perspective

• Nuria Cuevas Monzonís Universidad Internacional de Valencia, España
• Vicente Gabarda Méndez Universitat de València, España
• Paz Cánovas Leonhardt Universitat de València

Keywords: family, school, gender, teacher education

Abstract

This paper analyses the attribution of responsibilities that 367 future teachers of Early Childhood Education, Primary Education and Secondary Compulsory Education, perform family and school contexts in the development of different competencies, focusing on the gender perspective. The results show that the family environment is associated with the development of personal issues, while the school is credited with more academic and professional responsibilities. In addition, women score higher in the allocation of responsibilities to the family and also in the social and personal development, holding the role traditionally assigned to women in education and foster care in the private sphere.