Document Type
Article
Department
Institute for Educational Development, East Africa
Abstract
The paper emphasises the value of gender-sensitive teaching strategies that address the often portrayal of gendered stereotypes in primary schools, including those used in textbooks. Professional development programmes are acknowledged for their crucial role in equipping tutors with the essential knowledge and abilities for successful gender-responsive education. This study explores the crucial role of tutor preparation in enhancing student teachers’ conceptions of gender roles. It employed a qualitative approach through focus group discussions, observations, group reflections, and analysis of reflective entries to provide an in-depth understanding of how gender-responsive training affects instructional strategies. The study unveils the need for college tutors to rethink their perspectives and beliefs about the integration of gender in their practices and embrace the importance of gender-responsive pedagogy. Identifying and understanding discriminatory practices against male and female student teachers and learners in primary schools is significant in enabling the tutors to design counter strategies that would make their practices gender-responsive. This includes addressing important topics such as cultural biases, ongoing education, and adaptability to add much to the conversation about fostering inclusive and equiTable learning environments. Strategies such as mentoring and coaching, structured reflective practice, collaborative teaching, and learning would accelerate learning outcomes of gender-responsive pedagogy.
Publication (Name of Journal)
European Journal of Education and Pedagogy
DOI
10.24018/ejedu.2024.5.4.849
Recommended Citation
Rarieya, J.,
Wango, N.,
Oluga, M.,
Abunga, O.
(2024). Accelerating Primary Education Tutors’ Acquisition of Gender-Responsive Pedagogies. European Journal of Education and Pedagogy, 5(4), 47-54.
Available at:
https://ecommons.aku.edu/eastafrica_ied/209
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