A Competency Framework for Teachers to Support Gender-Fair and Inclusive Teaching

Abstract

This paper presents the development of a competency framework aimed at supporting gender-fair and inclusive teaching. Drawing on research on educational justice, gender bias, and intersectionality, fairness is conceptualised as a multidimensional professional competence encompassing distributive, procedural, and interactional justice. The framework was developed through an iterative process combining literature review and collaborative work with researchers, teacher educators, teachers, and policy makers from several European countries. Initially structured around five domains of teachers’ work, it was subsequently expanded to include four additional domains addressing professional learning, institutional context, societal awareness, and external partnerships. By articulating fairness across classroom practices and broader educational environments, the framework provides a structured basis for research, teacher education, and the development of assessment tools grounded in authentic professional situations.