Integrating gender in physical education teacher education: student teachers’ perceptions of gender perspective in Chile

Background: The integration of gender perspectives into teacher training has become increasingly important on international education agendas. However, research has consistently shown that the translation of gender equality policies into meaningful pedagogical practices remains uneven, particularly in initial Physical Education Teacher Education (PETE), a field historically shaped by androcentric traditions and resistant to critical problematisation of gender issues.Purpose: This study examines final-year students’ perceptions of the integration of the gender perspective within PETE programmes in Chile, focusing on gender mainstreaming into curricula, awareness of gender inequalities in teaching and learning processes, and perceived institutional sensitivity to gender equality policies.Methods: A quantitative and analytical design was employed. The sample consisted of 129 final-year PETE students (32% women; 68% men) from eight accredited Chilean universities. Data were collected using the Sensitive Assessment for Gender Equality Training (SAGE) scale, which includes three subscales: Gender Mainstreaming into Curricula (GMC), Awareness of Gender Inequalities related to Teaching and Learning (AGITL), and Institutional Sensitivity to Gender Equality Policies (ISGEP). Descriptive analyses, independent sample t-tests and correlational analyses were conducted.Results: The results indicate that students generally perceive a high level of gender mainstreaming into curricula and institutional sensitivity to gender equality policies, despite the fact that none of the participating universities offer a specific compulsory or optional course on gender. In contrast, awareness of gender inequalities in teaching and learning processes remains limited. Significant differences were observed by gender, with women reporting higher perceived levels of gender mainstreaming into curricula and greater recognition of the importance of gender-related content. Likewise, students who had received some form of gender training reported more favourable perceptions of the integration of the gender perspective into the curriculum.Impact statement: This study highlights that, although recent legal frameworks in Chile have reinforced the perception of institutional sensitivity, the development of critical awareness in Physical Education teacher training remains limited. By highlighting the perceptions of teacher education students, the results underscore the need to move beyond an anecdotal presence of gender toward its explicit and systematic integration into PETE curricula. This study provides evidence to education policymakers and teacher educators, demonstrating that legislation alone does not necessarily translate into equitable pedagogical practice.