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The lack of gender-equity in teacher training and sensitivity to gender equity among teachers prevents women from fully accessing non-traditional jobs. Consequently, educators miss relevant tools when designing courses that take into account the needs and concerns of women. This article describes the influence of equity training on teachers' representations of women's and minority groups' needs. ATLAS-ti and ALCESTE software were used to analyse pre- and post-training interview content. Collated results show that after participating in equity training, educators' representations are modified. Moreover, gender-discerning analysis shows a more significant modification in men's post-training discourse. |
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