Navigating the Gender Dimensions in English Language Teaching: Perceptions of Senior High School Teachers in the Philippines

Autor/in	Tarrayo, Veronico N.
Titel	Navigating the Gender Dimensions in English Language Teaching: Perceptions of Senior High School Teachers in the Philippines
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 5, S.933-953 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tarrayo, Veronico N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1966080
Schlagwörter	Foreign Countries; High School Teachers; Language Teachers; Second Language Learning; English (Second Language); Gender Differences; Males; Females; Philippines + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Geschlechterkonflikt; Male; Männliches Geschlecht; Weibliches Geschlecht; Philippinen
Abstract	In the Philippines, previous studies have revealed that the implementation of gender mainstreaming in education has remained vague. Also, there is a lacuna in the literature about informed accounts of teachers, particularly English language teachers, in their attempts to mainstream gender-and-development (GAD) education in Philippine schools. Through a qualitative survey among 124 Filipino senior high school teachers of English and follow-up focus group discussions, this paper explores English language teachers' perceptions of the advantages, ways of, and challenges to incorporating gender dimensions in ELT. Findings indicate that teachers are ready to integrate a gender perspective into their teaching; however, concrete frameworks, curriculum materials, teacher education, and institutional support are crucial given the sensitive, ethical concerns that consideration of gender may generate among educators, students, and the wider community. Implications from this investigation could trigger similar accounts and experiences in teaching-learning contexts where the gender perspective may be integrated. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01