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A Guide for gender equality in teacher education policy and practices



Wydawca United NationsEducational, Scientific and Cultural Organization UNESCO,
Paryż, 2015
ISBN978-92-3-100069-0
Liczba stron112
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SPIS TREŚCI
Foreword 
Acknowledgements 
Acronyms and abbreviations 
Glossary and conceptual clarifications 
Introduction 
The Guide 

MODULE 1 UNDERSTANDING GENDER 
1.1 Introduction
1.2 Clarifying the concept of gender 
1.3 Gender characteristics 
1.4 Other important characteristics of gender 
1.5 Technical terminologies related to gender 
1.6 Clarification between practical gender needs and strategic gender interests 
1.7 Evolving perspectives and approaches to gender equality 
1.8 Distinction between Women in Development (WID) and Gender and Development (GAD) 
1.9 References 

MODULE 2 FORMULATING GENDERRESPONSIVE POLICY AND PLANS
2.1 Introduction
2.2 National policy within the framework of international and regional commitments 
2.3 Policy and gender mainstreaming in teacher education policy 
2.4 From policy to planning 
2.5 References

MODULE 3 INSTITUTIONAL CULTURE AND ENVIRONMENT
3.1 Introduction 
3.2 Definitions of institutional culture and environment 
3.3 Formal and informal traditions, norms and practices 
3.4 Gender-specific policies and practices 
3.5 Sexual harassment and other forms of gender-based violence 
3.6 Resources to develop gender-sensitive policies and programmes 
3.7 References 

MODULE 4 DEVELOPING AND AVAILING GENDER-SENSITIVE SUPPORT SERVICES FOR STAFF AND STUDENT TEACHERS 
4.1 Introduction 
4.2 Key role of support services 
4.3 Conclusion 
4.4 References 

MODULE 5 THE CURRICULUM OF TEACHER EDUCATION 
5.1 Introduction
5.2 Formal and hidden curriculum and gender
5.3 Gender equality concerns in the curriculum
5.4 Curriculum language and gender 
5.5 Curriculum structure and gender 
5.6 Content of instructional materials and gender 
5.7 Assessment and gender 
5.8 References 

MODULE 6 PEDAGOGY AND INSTRUCTIONAL MATERIALS 
6.1 Introduction 
6.2 Interaction in the learning environment
6.3 Breaking gender stereotyping 
6.4 Class strategies supporting gender mainstreaming 
6.5 Teacher attitudes and gender 
6.6 Proximity and gender 
6.7 References 

MODULE 7 ADMINISTRATIVE AND MANAGEMENT PRACTICES FOR GENDER-RESPONSIVE BUDGETING IN TEACHER EDUCATION INSTITUTIONS
7.1 Introduction 
7.2 Gender budgets in institutions 
7.3 Why gender budget analysis? 
7.4 Gender hierarchies, budgets and division of labour
7.5 Approaches and tools for gender budgeting 
7.6 Gender-responsive monitoring and evaluation 
7.7 References 

MODULE 8 MAINSTREAMING GENDER ISSUES IN RESEARCH 
8.1 Introduction 
8.2 What is research? 
8.3 Gender and its influence on institutional activities and research 
8.4 Identifying and mainstreaming gender considerations in research 
8.5 Who can conduct gender-sensitive research? 
8.6 Action research 
8.7 Standpoint and bias 
8.8 Availability of resources 
8.9 Interpretation of findings 
8.10 References 

MODULE 9 INSTITUTIONAL MONITORING AND EVALUATION FOR GENDER SENSITIVITY 
9.1 Introduction 
9.2 Monitoring and evaluation 
9.3 Participatory and gender-responsive monitoring and evaluation
9.4 Monitoring and evaluation in an institution’s work plans for gender sensitivity 
9.5 Gender-sensitive indicators in monitoring and evaluation 
9.6 Monitoring and evaluating for gender sensitivity in institutional work plans and activities 
9.7 Sharing and utilizing gender monitoring and evaluation information and results 
9.8 Conclusion 
9.9 References 

MODULE 10 ADVOCACY FOR GENDER EQUALITY 
10.1 Introduction 
10.2 Why the need for gender advocacy? 
10.3 Definition and forms of advocacy 
10.4 Basic steps in gender advocacy process 
10.5 Mobilizing sponsorship for resources 
10.6 References