Gender Differences In Teachers' Pedagogical Communication Styles

Abstract

Gender-communicative competence is a vital aspect of effective pedagogy. Promoting gendercommunicative competence requires understanding pedagogical differences related to teacher gender and their impacts on students. To develop bases for the improvement of teachers' pedagogical dialogue styles that actively consider the impact of teacher gender and to outline an effective approach to improve teachers' gender-communicative competence. This study systematically compared domestic and foreign research on gender differences in communication styles. A questionnaire was used to identify differences in perception and approach among male and female teachers. 45 participants were re-surveyed after taking part in a pilot gender-communicative competence workshop. 80 Almaty students were also surveyed on their relationships with male and female teachers. While international research points to gender having a significant impact on pedagogical style and effectiveness, teachers of both genders trained in gender-sensitive communication can be effective and inspiring teachers for students of both genders. Survey results showed that Kazakhstani teachers responded well to training in gendercommunicative competence. This study systematically conceptualized gender differences in communication styles to make a model of gender-communicative competence that included axiological, cognitive and technological components. A 10-hour program was developed to improve the style of teachers' pedagogical dialogue through the formation of gender-communicative competence. The program was tested with compulsory schoolteachers working in Almaty. Forty-five teachers attended the experimental session.

Students’ motivation to study science: The case of Arab students in Israel

“…In addition, Female teachers can communicate better with students than male teacher since they use these skills often with their children. This explanation supported the conclusions of Kirillova (2005, in Akhmetova et al, 2017, who found that the teaching style of women is characterized by dialogues and interviews. One might expect these traits would encourage students to study science.…”

Practices in the Contextualization of the English Curriculum in the Public Secondary Schools

“…This means that female teachers generally relate the English curriculum to a setting, situation, or area of application to make the competencies relevant, meaningful and useful to all learners better and more often than male English teachers do. This is because sex significantly affects 'pedagogical style and effectiveness such that male teachers prioritize moderation, rationality, and everyday speech structures' while female teachers value 'diversity in sentence construction, emotional coloring, flexibility, and general communicative skills [3]. The findings conform an international study which posits that commitment and positive attitude to the teaching profession were higher among female teachers than male teachers [41].…”

“…In relation to this, a study showed higher commitment and positive attitudes towards teaching among females [41]. It was likewise explained that being male or female significantly affects a teacher's pedagogical style and effectiveness [3]. Males are described to be moderate and rational, while females are primarily diverse even in sentence construction, emotional, flexible, and communicative.…”