Becoming a gender-sensitive teacher



Year of publication 2019
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Education

Description The study focuses on students of the Czech faculty of education who participated in an elective course on gender-sensitive education and explores a process of gaining gender-sensitive perspective to teaching. In-depth semi-structural interviews with eight participants of the course were conducted and analysed using the Interpretative Phenomenology Analysis in order to investigate their experience with gaining a gender perspective on teaching. The results shed light on participants' understanding of gender and describe the impact of the course on their identity. In the Czech Republic, the importance of gender awareness of teachers is not addressed in any legal document regulating the education of future teachers. It means most students leaves the university without an ability to reflect on gender inequality in the pedagogical process and their approach to pupils is probably gender-blind or even stereotypical. The article argues that enhancing gender awareness of future educators is crucial for promoting the value of gender equality since educators play an important role in the development of pupils' identities.
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