identify how gender can be integrated by in the teaching learning process
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Explanation:
Background: Integrated Teaching refers to a way of connecting skills and knowledge from multiple sources and experiences or applying skills and practice in various settings. It simply means bridging connection between academic knowledge and practicals. ... Traditional teaching was done on topics Thyroid and Jaundice.
Answer:
Gender inequality in curricula exposes indications that female and male learners are not treated equally in various types of curricula. There are two types of curricula: formal and informal. Formal curricula are introduced by a government or an educational institution. Moreover they are defined as sets of objectives, content, resources and assessment. Informal curricula, also defined as hidden or unofficial, refer to attitudes, values, beliefs, assumptions, behaviours and undeclared agendas underlying the learning process. These are formulated by individuals, families, societies, religions, cultures and traditions.[1]
More particularly, gender inequality is apparent in the curriculum of both schools and Teacher Education Institutes (TEIs). Physical education (PE) is particularly delicate, as gender equality issues coming from preconceived stereotyping of boys and girls often arise. It is often believed that boys are better at physical exercise than girls and that these are better at 'home' activities including sewing and cooking. This belief prevails in many cultures around the world and is not bound to one culture only.
Explanation:
Curriculum language and gender
Some curricular objectives show that the language used is gender biased. Indeed, it can happen that the language itself can communicate the status of being male or female, and the status of being assertive or submissive. In many cultures, 'being male' is expressed in language as being confident. In Japan, according to Pavlenko,[2] female Japanese learners are led 'to see English as a language of empowerment. The students state that ... the pronoun system of English allow[s] them to position and express themselves differently as more independent individuals than when speaking Japanese.' This example clearly shows how languages, reflecting cultures, are the basis for introducing gender inequalities highlighting the curricula.[1]
Curriculum structure and gender
Many Teacher Education Institutes (TEIs) around the world, which set curricula, that is; teaching diplomas, show a worrying shortcoming regarding issues of gender equality. For instance, students who prove being prepared to become schoolteachers are taught on education theories, the psychology of learning, teaching methodologies and class management, among others and one or two practical courses. There is no highlight on gender equality-related issues in their training. Even courses on curriculum design ignore these issues. This omission is highly problematic and should be addressed by curriculum designers of TEIs. It is important that gender equality issues are part of the curriculum in order to help future teachers to be more sensitive about gender equality issues. Thus when they become teachers, they can become agents of change in their schools.[1]
Content of instructional materials and gender
Several studies have shown that textbooks reinforce traditional views of masculinity and femininity and encourage children to accept a traditional gender order. For example, a recent study conducted by Kostas (2019)[3] found that female characters in textbooks of primary education portrayed mainly as mothers and housewives whilst male characters were identified as breadwinners. Additionally, teachers often use materials, including texts, images or examples that reinforce stereotyped roles. Typical examples given include, roles of the father (reading the newspaper) and the mother (serving dinner); the doctor (male) and the nurse (female); playing ball (boy) and combing doll's hair (girl). By doing this, teachers are also promoting gender bias which favors girls as well. For instance, bullying and noise-making for boys and politeness and gentleness for girls. Gender bias does not only favor males over females; it can also go the other way around. They are both negative when considering a healthy relationship between the teacher and the learner.[1]
A gender equal curriculum
A gender equal curriculum shows the diversity of society when increasing examples that highlight successful female characters in texts as well as in the examples used during classes. Instructional materials, including textbooks, handouts or workbooks, should be studied to determine whether they are gender biased, gender neutral or gender-sensitive/responsive. In Teacher Education Institutes (TEIs), curricula need to include elements that recognize gender equality-related issues in learning materials, and how those issues can be faced by teachers once they take up the profession and start to use these materials in their classes.[