School library and gender: Initial training for EFL secondary school teachers

This article is part of the educational innovation project 'Literacy, Gender and Diversity' which promotes the integration of gender perspective into English teacher training. Previous research indicates a scarce presence of literature in English teaching and seeks to promote the construction of school or classroom libraries with a gender perspective within the concept of social justice. The relevance of these libraries in secondary education, where their use is limited, is analyzed, and the need to include female authors, protagonists, and illustrators is emphasized to promote an educational model sensitive to social justice and intersectionality. Following a qualitative research methodology, the study conducted with students of the Master's Degree in Secondary Education Teaching at the University of Valencia includes semi-structured interviews and a questionnaire to show the beliefs of future teachers about the suitability of these topics in school libraries.