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The present study aimed to explore teachers' beliefs about gender approach in education and sex education in a group of high school teachers from a public school in the province of Canete. Six teachers were interviewed, three men and three women, distributed in two specific areas about teachers' beliefs: one for gender approach in education and another one for sex education. Results show three prevalent conservative teachers’ beliefs about sexuality, sex and gender, that influence on how they understand sex education and gender approach: sexuality as mainly biological, sex and gender as the same, and homosexuality as abnormal. These beliefs promote the reproduction of risk and moralist models to address sexual education and a negative view of the gender approach in education, because they believe that it seeks to “homosexualize” their students. Despite these beliefs, these teachers express a discourse that supports equity between men and women, which is aligned with a gender approach. Therefore, even though an inclusive binary approach works, there are still difficulties to accept diversity in terms of gender identities. The study has also noted the presence of three different teachers' beliefs from a more comprehensive approach: respect towards people with a sexual orientation other than heterosexual, the need to talk about sex education in classroom, and the relevance of the equal opportunities between men and women.

Creencias docentes: El enfoque de género en la educación y la educación sexual en secundaria