Gender competence as a part of teacher-training – too innovative for German universities?

The article indicates the neglect of findings from gender studies in the research fields of school and higher education concerning the reform of teacher-training. It demonstrates the crucial role that gender-sensitive teachers play in overcoming gender biases regarding pupils’ interests and competencies as well as gendered subject-related self-concepts. The paper also describes the content, didactical and methodological concept of a self-developed gender competence course for teacher-training in mathematics at university. First experiences as well as problems encountered in the implementation of this gender competence course, which was tested and evaluated, will also be presented in the article.

02.11.2011 | Bettina Langfeldt (Hamburg) & Anina Mischau (Berlin)