International Journal of Academic Multidisciplinary Research (IJAMR)   Year: 2022 | Volume: 6 | Issue: 8 | Page No.: 36-52 Gender Sensitivity, Awareness and Responsiveness of Preservice Teachers Towards GAD-Integrated Teaching Pedagogy Download PDF Rose Abel L. Arcilla, Jenadine O. Alfaro, Mary Jane P. Diwa, Marie Grace I. Medina, Janina Mae R. Rivera, Jane Mae L. Velasco, Rose Lynn D. Villanueva Abstract: This study identified the significant connection of pre-service teachers' gender sensitivity, awareness, and responsiveness to a GAD-integrated teaching pedagogy. Through purposive sampling technique, 114 pre-service teachers from a state university were chosen as respondents. Descriptive-correlational method was used in gathering data and information to measure the significant relationship between pre-service teachers' gender sensitivity, awareness, and responsiveness to GAD-integrated teaching pedagogy. The study revealed that preservice teachers have strongly acknowledged Gender Sensitivity, Gender Awareness, and Gender Responsiveness to their future profession. Preservice teachers "Strongly Agreed" that they were integrating a GAD-teaching pedagogy into their curriculum, methodology, and techniques. There was a significant relationship between preservice teachers' gender sensitivity, awareness, and responsiveness to GAD-integrated teaching pedagogy, namely, curriculum, methods and techniques. Thus, this study recommends a tool for measuring the three (3) categories in gender and development which are gender sensitivity, awareness and responsiveness in an effort to continually improve future research studies. In addition, preservice teachers starting in their careers must continue and sustain their impressive viewpoint and practice towards gender sensitivity, awareness and responsiveness.