ABSTRACT
Innovative Teacher Professional Development (TPD) with web 2.0 technology is an appropriate learning model in the 21st century, due to its ability to overcome the digital divide in issues such as gender boundaries. This study used pre-test and post-test scores on teacher training programs in 2016. Participants were all teachers involved in the national TPD program totaling 427,189 teachers from all education levels in 34 provinces. This study examines the relationship between TPD’s effectiveness and gender differences, and the test score increase generated for males versus females in TPD innovative learning versus traditional learning. Results show that there is a relationship between TPD effectiveness and gender difference. Innovative TPD performs better than traditional TPD, and females perform better than males.
