GENDER APPROACH AS AN INTEGRAL PART OF ADULT EDUCATION PROCEDURAL CHARACTERISTICS IN TURKEY AND THE USA

Purpose. The aim of our article is to analyze gender approach in procedural characteristics of education in the USA and Turkey. The main assignments of the article are to characterize banking model of teaching and active model of teaching; trace differences between interdisciplinary and traditional disciplinary specialization of educational process; single out principles of gender education. Results. Nowadays gender education is the main form of constructive interaction of different educational directions. Problems of educational content and methods of teaching are viewed in this constructive interaction. Education is not finished by acquiring certain knowledge. It is reflexive, for it is finished due to understanding of action process, vision and assessment of its forms. Changing of different subjects approaches of teaching is important aspect of gender education in high school. Usage of innovative techniques is necessary, for gender education is aimed not only at providing students with knowledge, but also at destroying stereotypes of their thinking and behavior. In developed countries enactment of gender approach in education is viewed as broadening of life experience for development of every personality individual talents, obliteration of sex stereotypes in teachers' thinking. One of the important ways of gender education fulfillment is development of women's educational establishments system. As a result we single out the following principles that are basic methodological features of gender approach fulfillment in the USA and Turkey. Principle of triangle that is combination of several teaching forms such as groups with raised conscience, collaborative writing, lectures and visual techniques that helps to raise educational process efficacy due to diversification and enacting of cognitive activity of every student. Collaborative teaching, which presupposes interaction of educational process participators not in the format of teacher-student, but giving every student power that depends on contribution and interest in knowledge. Conclusion. Conducted research showed that during the last decades the politics of gender equality in society and in educational sphere, in particular, has become one of the key directions in Turkey and the USA. Nowadays gender education is the main form of constructive interaction of different educational directions. Changing of different subjects approaches of teaching is important aspect of gender education in high school. Usage of innovative techniques is necessary, for gender education is aimed not only at providing students with knowledge, but also at destroying stereotypes of their thinking and behavior. In the USA and Turkey enactment of gender approach in education is viewed as broadening of life experience for development of every personality individual talents, obliteration of sex stereotypes in teachers' thinking. Basic principles of gender education are collaborative learning, interdisciplinary orientation, democracy, participatory, context and orientation at research. Application of ten-stage model of interdisciplinary principle realization helps not only trace interdisciplinary links and personalize learning process, but also perfect teaching style and make adequate correction of individual learning way. Basic parts of active learning model are concrete experience, mirror observation, abstract conceptualization and active experiment. Kolb's model of active learning is one of the important ways of every student cognition activation, development of his critical and creative skills.