GENDER-RESPONSIVE APPROACH TO THE PROFESSIONAL DEVELOPMENT OF TEACHERS
ILAHA TAGHIYEVA, Head of Assessment of Student Achievements Department, Institute of Education of the Republic of Azerbaijan. E-mail: [email protected] https://orcid.org/0009-0000-6452-5867
Gender discrimination is the main characteristic accepted by society due to established social norms, practices, attitudes, and behaviors among people in many countries. These days, the issue of gender increases its importance as a matter of priority discussion and intervention on a global scale. Various concepts and approaches are applied in the mentioned field. The usage of teaching strategies that promote gender approach and sensitivity in education is of great importance in the context of the professional development of teachers. The current article emphasizes the effect of using a gender-oriented approach within the professional development of teachers on the quality of teaching. Using the data obtained from surveys conducted with teachers, the impact of a gender-oriented approach on the professional development of teachers was measured. 65 different subject teachers participated in the survey. The results criticized in the article demonstrated that teachers from different subjects, ages, experience, and gender categories have emphasized that the genderoriented approach has a positive effect on the effective conduction of the teaching process. Both the male and female teachers noted that conducting professional development programs that promote gender
approach and sensitivity plays an important role in increasing the quality of the teaching process. The article concludes by emphasizing the usage of a gender-oriented approach in the preparation of teacher professional development programs in the case of Azerbaijan.
