Gladys Merma-Molina
Biographic Data
| ID | 4084316 |
|---|---|
| NAME | Gladys Merma-Molina |
| GIVEN NAMES | Gladys |
| FAMILY NAME | Merma-Molina |
| SIGNATURE | MERMA-MOLINA G |
| AFFILIATIONS | University of Alicante |
| ORCID | 0000-0002-9856-6314 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Inclusive Higher Education Challenges: Promoting Knowledge and Practice of Gender Equality
Spanish teachers, in general, are committed, sensitised and in favour of integrating gender equality into their professional development. Despite this, the gender perspective has not been systematically integrated into the training of future teachers. One of the reasons for this is education professionals’ lack of knowledge about the most elementary constructs of gender mainstreaming. The present study explores primary school teachers’ perception…
Feminist training future teachers to prevent gender-based violence and sexism
Irregular School Attendance in Elementary Schools in Spain during the First Third of the Twentieth Century: A Local or Structural Educational Issue
The article examines the challenges that urban teachers faced in unitary systems, where students of different ages and educational levels shared the same classroom and were taught by a single teacher. It aims to compare these challenges across several cities including Alicante, Badajoz, Cádiz, Canary Islands, Málaga, and Zaragoza to determine common issues within Spain. The study is based on sixteen technical reports from 1916 to 1926 and uses qu…
Development and Validation of an Assessment Tool for Physical Education for Sustainable Development
The study presents the design and validation of a Physical Education for Sustainable Development (PESD) instrument. This consists of a 25-item quantitative instrument that assesses the teaching interventions of physical education teachers. A total of 358 physical education teachers completed the questionnaire. The instrument uses an 8-point Likert scale. For the validation of the instrument, content validation, factorial validation, reliability t…
Integrating education for sustainable development in physical education: Fostering critical and systemic thinking
Purpose The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs. Design/methodology/approach A conceptual article …
Future physical education teachers’ perceptions of sustainability
The integration of the Sustainable Development Goals (SDGs) into the curriculum of prospective physical education (PE) teachers is limited. This research aims to analyze their knowledge and perceptions of the role of physical education in promoting the SDGs. The SDGs most related to physical education are health and well-being, quality education, gender equality and reducing inequalities. Participants felt that PE contributes to the development o…
Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development
According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, cor…
Exploring physical education teachers’ perceptions of sustainable development goals and education for sustainable development
The world, society and education are constantly evolving, and to respond to these changes, the main governmental institutions have been proposing different global strategies to focus efforts in the same direction. Currently, the United Nations and its 17 Sustainable Development Goals (SDG) have presented a series of indicators that could help to minimise the environmental, economic and social instability we are experiencing. In this sense, Educat…
Gender stereotypes: Persistence and Challenges
Purpose The aims of this study are to identify and analyse prevalent gender roles and the persistence of sexist stereotypes among teachers in training in Spain, to determine the reasons for them and suggest solutions for eradicating sexist prejudices. Design/methodology/approach A gender role questionnaire was administered to 1260 workers from 54 different professions who were enrolled on a postgraduate training course to qualify as secondary edu…
The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers
Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digit…
Programa de prevención eco-constructivista para prevenir la violencia de género: Experiencias en la formación inicial del profesorado
La violencia de género tiene consecuencias graves en las mujeres, en sus hijas e hijos, en las familias y en toda la sociedad, por lo que los Estados y la educación deben priorizar mecanismos de prevención e intervención para erradicar esta problemática. Este estudio contiene el diseño e implementación del Programa de prevención eco-constructivista de la violencia de género (PecVioGe) para promover el desarrollo de competencias en futuros maestro…
Martínez, M., y Jolonch, A. (2019). Las paradojas de la innovación educativa. Barcelona: Horsori, 283 pp
La relevancia encubierta del género: Las Percepciones De Los Futuros Maestros Sobre La Igualdad Y Las Desigualdades Contextuales
Este artículo indaga sobre las percepcionesy las actitudes de los estudiantes, futuros maestros deEducación Infantil, sobre la igualdad de oportunidadesde género. Para ello se han planteado las siguientescuestiones de investigación: ¿Cuál es la visión de losalumnos sobre la igualdad de oportunidades de género?y ¿Qué vivencias relacionadas con la discriminaciónde género dentro y fuera del ámbito universitariomanifiestan haber experimentado los est…
Exploring physical education teachers’ perceptions of sustainable development goals and education for sustainable development
The world, society and education are constantly evolving, and to respond to these changes, the main governmental institutions have been proposing different global strategies to focus efforts in the same direction. Currently, the United Nations and its 17 Sustainable Development Goals (SDG) have presented a series of indicators that could help to minimise the environmental, economic and social instability we are experiencing. In this sense, Educat…
Future physical education teachers’ perceptions of sustainability
The integration of the Sustainable Development Goals (SDGs) into the curriculum of prospective physical education (PE) teachers is limited. This research aims to analyze their knowledge and perceptions of the role of physical education in promoting the SDGs. The SDGs most related to physical education are health and well-being, quality education, gender equality and reducing inequalities. Participants felt that PE contributes to the development o…
Gender stereotypes: Persistence and Challenges
Purpose The aims of this study are to identify and analyse prevalent gender roles and the persistence of sexist stereotypes among teachers in training in Spain, to determine the reasons for them and suggest solutions for eradicating sexist prejudices. Design/methodology/approach A gender role questionnaire was administered to 1260 workers from 54 different professions who were enrolled on a postgraduate training course to qualify as secondary edu…
La relevancia encubierta del género: Las Percepciones De Los Futuros Maestros Sobre La Igualdad Y Las Desigualdades Contextuales
Este artículo indaga sobre las percepcionesy las actitudes de los estudiantes, futuros maestros deEducación Infantil, sobre la igualdad de oportunidadesde género. Para ello se han planteado las siguientescuestiones de investigación: ¿Cuál es la visión de losalumnos sobre la igualdad de oportunidades de género?y ¿Qué vivencias relacionadas con la discriminaciónde género dentro y fuera del ámbito universitariomanifiestan haber experimentado los est…
Martínez, M., y Jolonch, A. (2019). Las paradojas de la innovación educativa. Barcelona: Horsori, 283 pp
The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers
Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digit…
Programa de prevención eco-constructivista para prevenir la violencia de género: Experiencias en la formación inicial del profesorado
La violencia de género tiene consecuencias graves en las mujeres, en sus hijas e hijos, en las familias y en toda la sociedad, por lo que los Estados y la educación deben priorizar mecanismos de prevención e intervención para erradicar esta problemática. Este estudio contiene el diseño e implementación del Programa de prevención eco-constructivista de la violencia de género (PecVioGe) para promover el desarrollo de competencias en futuros maestro…
Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development
According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, cor…
Exploring physical education teachers’ perceptions of sustainable development goals and education for sustainable development
The world, society and education are constantly evolving, and to respond to these changes, the main governmental institutions have been proposing different global strategies to focus efforts in the same direction. Currently, the United Nations and its 17 Sustainable Development Goals (SDG) have presented a series of indicators that could help to minimise the environmental, economic and social instability we are experiencing. In this sense, Educat…
Gender stereotypes: Persistence and Challenges
Purpose The aims of this study are to identify and analyse prevalent gender roles and the persistence of sexist stereotypes among teachers in training in Spain, to determine the reasons for them and suggest solutions for eradicating sexist prejudices. Design/methodology/approach A gender role questionnaire was administered to 1260 workers from 54 different professions who were enrolled on a postgraduate training course to qualify as secondary edu…
Development and Validation of an Assessment Tool for Physical Education for Sustainable Development
The study presents the design and validation of a Physical Education for Sustainable Development (PESD) instrument. This consists of a 25-item quantitative instrument that assesses the teaching interventions of physical education teachers. A total of 358 physical education teachers completed the questionnaire. The instrument uses an 8-point Likert scale. For the validation of the instrument, content validation, factorial validation, reliability t…
Integrating education for sustainable development in physical education: Fostering critical and systemic thinking
Purpose The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs. Design/methodology/approach A conceptual article …
Future physical education teachers’ perceptions of sustainability
The integration of the Sustainable Development Goals (SDGs) into the curriculum of prospective physical education (PE) teachers is limited. This research aims to analyze their knowledge and perceptions of the role of physical education in promoting the SDGs. The SDGs most related to physical education are health and well-being, quality education, gender equality and reducing inequalities. Participants felt that PE contributes to the development o…
Inclusive Higher Education Challenges: Promoting Knowledge and Practice of Gender Equality
Spanish teachers, in general, are committed, sensitised and in favour of integrating gender equality into their professional development. Despite this, the gender perspective has not been systematically integrated into the training of future teachers. One of the reasons for this is education professionals’ lack of knowledge about the most elementary constructs of gender mainstreaming. The present study explores primary school teachers’ perception…
Feminist training future teachers to prevent gender-based violence and sexism
Irregular School Attendance in Elementary Schools in Spain during the First Third of the Twentieth Century: A Local or Structural Educational Issue
The article examines the challenges that urban teachers faced in unitary systems, where students of different ages and educational levels shared the same classroom and were taught by a single teacher. It aims to compare these challenges across several cities including Alicante, Badajoz, Cádiz, Canary Islands, Málaga, and Zaragoza to determine common issues within Spain. The study is based on sixteen technical reports from 1916 to 1926 and uses qu…
Psychology (10 works) · Pedagogy (8 works) · Political science (8 works) · Sociology (8 works) · Environmental Education and Sustainability (5 works) · Mathematics education (5 works) · Sustainability (5 works) · Sustainable development (5 works) · Education for sustainable development (4 works) · Computer Science (3 works)