A Gender and Industry-responsive Curriculum Model for Technical-Vocational Teacher Education Program

The study aimed to determine the gender and industry-practice gaps in the Technical-Vocational Teacher Education (TVTEd) program and fill these gaps through a curriculum model to make TVTEd gender and industry-responsive. The study employed the dissertation-by-article format, wherein four individual but related studies were used to generate quantitative and qualitative data. Article 1 is a quantitative descriptive study that examines the adequacy and usefulness of the pedagogical and technical skills of the curriculum using the lenses of TVTEd graduates and their supervisors. Articles 2 and 3 are literature reviews that map the gender and industry-practice gaps in TVET. Article 4 is a qualitative case study focused on identifying the emerging gender issues constraining gender-responsive curriculum practices. Participants for Article 1 are seventy-one (71) TVTEd graduates and thirty (30) academic and industry supervisors. Articles 2 and 3 examined fifty-five (55) related studies. Participants of Article 4 include six (6) technical professors, seven (7) TVTEd graduates, and twelve (12) TVTEd students. Quantitative data were analyzed using statistical treatment (mean score, standard deviation, and weighted mean), and qualitative data were thematized using inductive thematic analysis. The results of the study show a disparity in the technical skills of the TVTEd graduates, emerging gender and industry-practice gaps in the literature, and contradictions in the subjects (teachers), rules, tools, community, division of labor, and object within the activity system of TVTEd. The consolidated inputs from the four studies were analyzed and utilized in developing a gender and industry-responsive curriculum model for TVTEd.