Suchergebnisse

У статті проаналізовано теоретичний і практичний доробок у царині ґендерно-толерантного підходу в процесі підготовки майбут­нього педагога. Наголошено, що впровадження ґендерних підходів у навчально-виховному процесі сприяє розвитку партнерських відносин між статями, виховує їх у дусі толерантності. ; В статье проанализированы теоретический и практический аспекты в области гендерно-толерантного подхода в процессе подготовки будущего педагога. Отмечено, что внедрение гендерных подходов в учебно-воспитательный процесс способствует развитию партнерских отношений между полами, воспитывает их в духе толерантности. ; The article analyzes theoretical and practical achievements in the field of gender-tolerant approach in the process of preparation of the future teacher. The main approaches to the interpretation of the phenomenon of gender tolerance and its role in the educational process are considered. The experience of such scholars has been analyzed, namely: S. Lipatov, L. Nadolinskaya, A. Voitovskaya, A. Morozova, A. Tsokur, T. Doronina, T. Motuz, V. Polyakova. The most important principles of this phenomenon are classified: respect for human dignity, regardless of biological or socio-cultural status; respect for the right to be different; the adoption of the opposite sex partner as it is, without a priori giving it stereotyped disadvantages; ability to establish partnerships with them on the basis of active moral position; recognition of equality, cooperation, spirit of partnership between representatives of two articles, groups; rejection of dominance, harm and violence. It was emphasized that the introduction of gender approaches in the educational process promotes the development of partner relations between the sexes, educates them in the spirit of tolerance. An important aspect of civilization and democratization of the educational process at universities should be to ensure full knowledge of students about their gender rights and opportunities. It is shown that the gender tolerance of future teachers of secondary schools is due the specifics of pedagogical activity and is a systemic personality education, which manifests itself in the acceptance of themselves and the subjects of the educational process as representatives a particular sex and gender identity; the lack of gender bias in themevaluation, ability to establish partnership with them on the basis of active moral position. At the opposite pole - gender intolerance that is based on bias in the preponderance of one gender with respect to another. Education should play a key role in changing rather stable gender stereotypes in terms of limiting the development of the potential of the student's individuality, both for boys and girls. The article emphasizes that the main task of the gender educational space is to fully realize their abilities and peculiarities and to enjoy their life, to be confident in their own future.