IMPACT OF GENDER AND TRAINING MODES ON TEACHING COMPETENCIES AND ATTITUDES: AN ANALYTICAL STUDY OF B.ED. TRAINEES IN INDIA
DOI:
https://doi.org/10.29121/shodhkosh.v4.i2.2023.3376Keywords:
Teacher Education, Gender Dynamics, B.Ed. Trainees, Teaching Competencies, Teaching Attitudes, Distance Education, Formal Education, Gender Equity, Quantitative Analysis, Pedagogical DevelopmentAbstract [English]
This study explores the impact of gender and training modes on teaching competencies and attitudes among Bachelor of Education (B.Ed.) trainees in India. Using a quantitative approach, the research analyzes survey data from 400 trainees (179 males and 221 females) enrolled in either traditional classroom-based or distance education programs. Descriptive and inferential statistics, including independent t-tests, reveal no statistically significant differences in teaching competencies or attitudes based on gender. The findings suggest that current teacher training programs effectively promote equity, with both genders demonstrating similar pedagogical skills and professional attitudes. Despite these results, the study highlights the potential for optimizing distance education by integrating more experiential and interactive elements to ensure parity with formal training. This research contributes to understanding gender inclusivity in teacher education and emphasizes the need for gender-sensitive and context-specific practices in developing competent educators. Key insights from this study have implications for policy development, aiming to create more equitable and effective teacher training frameworks.
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