Forming gender competence in future physical education teachers based on an integrative approach

Abstract

This article explores the challenges and future directions of developing gender competence in prospective physical education teachers through interdisciplinary integration. The relevance of the study is driven by the transformation of gender role perceptions in contemporary society, as well as by modern pedagogical demands for equal educational opportunities and the creation of an inclusive, humanistic learning environment within the Kazakhstani education system. The research focuses on identifying effective ways to form gender competence in future specialists using an integrative approach. The study addresses three key areas: theoretical clarification of the structure and components of gender competence in physical education, empirical assessment of its formation level, and the design and evaluation of pedagogical conditions and technologies that enhance its development. A three-stage model of gender competence formation is proposed, including informational-analytical, practice-oriented, and reflective-concluding stages. Experimental results, obtained through diagnostic tools and statistical analysis using Student’s t-test, confirm the superiority of the integrative approach over traditional training methods. The study’s significance lies in synthesizing national and international research and offering practical recommendations to improve teacher training quality.