Gender Sensitiveness of Secondary Science Teachers’ Pedagogical Content Knowledge
Arlon P. Cadiz1, Antriman V. Orleans, Ph.D2
Curriculum and Learning Management Division (CLMD)
Regional Office III (Central Luzon), Philippines1
College of Graduate Studies and Teacher Education Research (CGSTER)
Philippine Normal University, Philippines2
DOI: https://doi.org/10.54476/iimrj22
ABSTRACT
While academic institutions are gearing and propelling for 21st-century teaching and learning in science education to uplift the qualities of our science teachers in the aspects of the curriculum, pedagogy, and assessment, it can be also argued that oftentimes gender equality has been an issue in science classrooms. This is mainly because working with gender equality in science classrooms embraces a wide range of policies and practices. A cross-sectional survey design was used in this study to determine how secondary science teachers perceive differences between male and female students considering also their pedagogical content knowledge. The data analysis was built on descriptive statistics. The demographic profile of the secondary science teachers was noted. The analysis showed that science teachers perceived their pedagogical content knowledge as ‘very high’ in all five major areas. Among the given indicators, the majority of the science teachers perceived differences between male and female students in favor of the female students. The findings of this study would help science teachers to reflect on their teaching practices. Academic institutions should look into the way of enhancing the awareness among science teachers on promoting gender sensitivity inside the classroom. The schools with the support of education leaders need to intensify science teachers’ abilities to handle gender differences while strengthening instructional strategies for gender equality education primarily in gender inclusion in the science curriculum as the primary direction of the results of this study.
Keywords: Gender Sensitiveness, Filipino Secondary Science Teachers, Pedagogical Content Knowledge (PCK), Science Teachers’