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ERIC Number: EJ1135838
Record Type: Journal
Publication Date: 2017-Mar
Pages: 7
Abstractor: As Provided
ISSN: EISSN-2353-9518
Implementation of Gender Studies Results into Teacher Training in Germany: Challenges and Perspectives
Gryvkova, Olena
Comparative Professional Pedagogy, v7 n1 p95-101 Mar 2017
Introduction of gender-specific approaches in education is a new step in the development of pedagogical anthropology. Pedagogy as a fundamental complex discipline, which is based on the latest achievements of knowledge about a human, cannot stand aside the transformational modifications of the societies and cannot help responding to their challenges. Recently, gender studies have become an integral part of pedagogy and gender issues have been available in different areas of teaching. Category of gender, theoretical approaches and empirical results of gender studies represent a challenge to professional training of teachers. In the defined context especially important are the ideas highlighted in the works of some leading contemporary German scholars who have made significant contributions to the establishment and development of gender pedagogy in Germany. The author performs a theoretical analysis of the present state of incorporation of results of gender studies into teachers' training process at German universities; the levels of pedagogical action which these results challenge have been emphasized. Particular attention has been paid to the perspectives of implementation of results of gender studies into professionalism--focused teachers' training on the example of German educational experience. Perspective directions for further studying can be various program models of application of gender studies in organizational and pedagogical foundations, content and teaching methodology.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A