Professional experiences of initial education’s male teachers in Latin America

Abstract

This paper provides knowledge from several qualitative studies focused on the professional experiences of male teachers in the feminized field of early childhood education. A document review is carried out based on the selection of recent studies developed in various Latin American countries. Studies focused on the experiences of men already teachers. Papers content analysis has generated two broad categories into which the findings have been grouped. On the one hand, the contributions relating to the professional identity of male teachers are described and, on the other hand, those linked to the positions of the students’ families, with some reference to the institutional context. This topic should be made visible in order to be taken into account in vocational guidance activities and processes, in initial teacher education and in general education policies.