The Professional Growth of Teacher in Gender Equity Education-A Case Study Author: Jeou-Shyan Horng(Professor, Department of Home Economics Education National Taiwan Normal University)

Vol.&No.：Vol. 45, No. 2
Date：October 2000
Pages：37-53
DOI：10.3966/2073753X2000104502003

Abstract：

The purposes of this study was to analyze the professional growth process of a teacher in gender equity education. In-depth interview, text analysis and class observation were used to understand the real condition of professional growth in implementing gender equity education. The collected data were analyzed by qualitative methods.
The teacher performs great improvement in gender equity consciousness, reflective thinking, and implementation through attending the critical thinking professional growth workshop, selecting and studying the feminism thought course, and implementing the gender equity education experimental instruction. The teacher reflected her own consciousness to gender equity, and develop a gender-sensitive perspective to reveal unfair situations. The teacher could examine her instruction from the dimensions: content integration, knowledge construction, equity pedagogy and an empowering school culture.

Keywords：the nine-year articulated curriculum, social studies, textbook reconstruction, textbook release, models of integrated curriculum

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