Competency-Based Teacher Education in Gender and Inclusive Practices
DOI:
https://doi.org/10.5281/zenodo.13643389Keywords:
cbte, curriculum implementation, gender inclusionAbstract
The transition to inclusive education has led to a pedagogical shift, enabling teachers to develop the confidence and competencies needed to create an inclusive environment. The paper relies on the literature on Competency-Based Teacher Education (CBTE) and gender inclusion. The study showed that CBTE programs can prepare future teachers to create inclusive classrooms that respect and value gender diversity. This comprehensive approach addresses all students’ educational needs and promotes a more inclusive society. This comprehensive approach emphasizes mastery of competencies related to gender inclusivity and ensures that teacher educators are well-prepared to address the needs of all trainees by developing their all domains. Also, the competency-based approach caters diverse needs of trainees for their personal and professional endeavours and respects gender inclusion in its curriculum implementation. In the 21st century scenario, the upliftment of gender diversity is the concern of utmost priority by addressing both academic and non-academic fields of practice, and the competency-based program makes it possible by fostering all such essential approaches in the field of teacher education. This study identifies CBTE in gender and inclusive practices equipping trainees with the necessary skills, knowledge and attitudes to create inclusive classrooms that respect and celebrate gender diversity in Teacher Education Institutions (TEIs).
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