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Gender-communicative competence is a vital aspect of effective pedagogy. Promoting gendercommunicative competence requires understanding pedagogical differences related to teacher gender and their impacts on students. To develop bases for the improvement of teachers' pedagogical dialogue styles that actively consider the impact of teacher gender and to outline an effective approach to improve teachers' gender-communicative competence. This study systematically compared domestic and foreign research on gender differences in communication styles. A questionnaire was used to identify differences in perception and approach among male and female teachers. 45 participants were re-surveyed after taking part in a pilot gender-communicative competence workshop. 80 Almaty students were also surveyed on their relationships with male and female teachers. While international research points to gender having a significant impact on pedagogical style and effectiveness, teachers of both genders trained in gender-sensitive communication can be effective and inspiring teachers for students of both genders. Survey results showed that Kazakhstani teachers responded well to training in gendercommunicative competence. This study systematically conceptualized gender differences in communication styles to make a model of gender-communicative competence that included axiological, cognitive and technological components. A 10-hour program was developed to improve the style of teachers' pedagogical dialogue through the formation of gender-communicative competence. The program was tested with compulsory schoolteachers working in Almaty. Forty-five teachers attended the experimental session.

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