Document Type
Article
Department
Institute for Educational Development, East Africa
Abstract
This study investigates the revolutionization of teacher preparation throughthe integration of Gender Pedagogy within a Teacher Training College inTanzania. Recognizing the urgent need for teachers equipped with gender-responsive skills, this initiative seeks to establish effective teaching methods,enhance student motivation, and cultivate gender-sensitive educationalleadership. The core objective is to understand how this pedagogical shiftcan create a community of educators capable of significantly improvinglearning outcomes across diverse educational contexts. Employing aqualitative research design, this study explored the insights and experiencesof participants regarding the implementation of the revolutionized teachereducation program. Findings indicate the practical application of Gender,Diversity, and Inclusion Pedagogy by student teachers, alongside effortsto prepare educational leaders who can effectively implement gender-responsive pedagogy. Furthermore, the study highlights critical issuessuch as persistent gender inequality within educational leadership roles,the necessity of linking gender considerations with the educational needsof people with special needs, and the ongoing importance of reviewingand advocating for robust Gender-Responsive Policies. Ultimately, thisresearch offers valuable, context-specific insights into transforming teachereducation to produce a generation of educators prepared to address andmitigate gender-based disparities in the classroom and beyond.
Publication (Name of Journal)
European Journal of Development Studies
DOI
10.24018/ejdevelop.2025.5.6.417
Recommended Citation
Rarieya, J.,
Oluga, M.,
Wango, N.
(2025). Revolutionizing Teacher Preparation through Gender- Responsive Pedagogy in Tanzania’s Teacher Education System. European Journal of Development Studies, 5(6), 14-22.
Available at:
https://ecommons.aku.edu/eastafrica_ied/250
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.