Co-Creation in Teacher Education to Prevent Gender-Based Violence Based on Scientific Evidence of Social Impact

Educational interventions are proliferating but results do not always demonstrate improvement in children’s lives. Therefore, teachers feel that they are not sufficiently prepared to be able to intervene in cases of gender violence at school or to select the best actions to implement that will result in violence free contexts. Education plays an important role in the prevention of gender violence and scientific literature has shown evidence of how, given its increase at an early age, educational materials on its prevention should be based on scientific evidence. However, unlike other disciplines, how scientific evidence is built upon social impact and co-creation is not much considered in education.

In the framework of the ANONYMIZED project (ANONYMIZED ref), a co-creation process of didactic materials for primary and secondary education teachers was conducted to fill this gap. The objective of this research is to examine the process and positive implications of this co-creation process. For this purpose, the communicative methodology has been followed, a Transnational Project Meeting and 3 teacher education pilot seminars that involved in dialogue 77 people in Spain and Portugal, both researchers, teachers and teacher trainers were implemented. These sessions were recorded, and their qualitative content has been analyzed.

A key finding is how the democratic and innovative co-creation process of didactic building promoted the collaboration and networking among different educational agents. These dialogic interactions based on scientific evidence of social impact had a positive impact on teachers’ awareness and reflection about the co-created materials, opening up effective procedures to implement preventive actions to overcome gender violence.