EXPLORING THE INTEGRATION OF GENDER AND DEVELOPMENT CONTENT AND PEDAGOGY IN LANGUAGE TEACHING THROUGH THE LENS OF ENGLISH TEACHERS: A PHENOMENOLOGY

Abstract

The purpose of this phenomenological study was to explore into the experiences of teachers on the integration of gender and development content and pedagogy in language teaching. This study was participated by the 13 teachers who were involved in the integration of gender and development in language teaching from the Schools of the Division of Davao de Oro. From the results, it showed that teachers have different lived experiences, coping strategies, and insights on the integration of gender and development content and pedagogy in language teaching. As such, the following themes emerged: using androgynous styles in forming groups; fostering gender-inclusive education; promoting equality and self-discovery through GAD Integration; issues of educating students on gender and development; and problems on gender inclusivity during group activities; utilizing and practicing gender-fair language; integrating GAD activities to teaching; being flexible and adaptive; promoting inclusivity and equality through GAD integration in education; recommending the continuation of GAD integration; and provision of GAD related training and seminar.