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Gender-Equitable Strategies for Teachers' Continuous Professional Development: A Socio-Cultural Perspective

Gender-Equitable Strategies for Teachers' Continuous Professional Development: A Socio-Cultural Perspective
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Author(s): Parbati Dhungana (School of Education, Kathmandu University, Nepal), Bal Chandra Luitel (School of Education, Kathmandu University, Nepal), Sigrid Gjøtterud (Norwegian University of Life Science, Norway)and Shree Krishna Wagle (School of Education, Kathmandu University, Nepal)
Copyright: 2023
Pages: 20
Source title: Implementing Transformative Education With Participatory Action Research
Source Author(s)/Editor(s): Bal Chandra Luitel (School of Education, Kathmandu University, Nepal), Bhimsen Devkota (Tribhuvan University, Nepal), Sheri Bastien (Norwegian University of Life Sciences, Norway)and Bishal K. Sitaula (Norwegian University of Life Sciences, Norway)
DOI: 10.4018/979-8-3693-0607-9.ch005

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Abstract

Equal opportunity for the continuous professional development of female teachers seems insufficient in the schools of Nepal. This chapter explores the gender-equitable strategies to support female teachers for their professional development. This chapter is based on the authors' lived experiences while facilitating the continuous professional development of school teachers in Nepal. Adapting a socio-cultural perspective of gender and engaging in a co-generative inquiry, the authors make a series of reflections on when/where they encountered gender issues and how they addressed them. This chapter is about how the fluid gender roles of the authors contribute to developing context-responsive gender-equitable strategies for supporting female teachers' professional development.

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