Teacher educators’ perspectives on gender responsive pedagogy in higher education
Bibliographic Data
| ID | 21530732 |
|---|---|
| Authors | Nibal Khalil (0000-0003-0405-7314, Birzeit University), Ahmad Aljanazrah (0000-0002-8152-6703, Birzeit University, corresponding author), Ghadeer Hamed (0000-0001-5799-7989, Birzeit University), Elaine Murtagh (0000-0003-4232-1403, University of Limerick) |
| Year | 2024 |
| Volume | 43 |
| Issue | 4 |
| Pages | 903-919 |
| Publication date | 2024-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2023.2174575 |
| OpenAlex | W4320033937 |
| Language | EN |
| Citations received | 6 |
| References cited | 33 |
The enactment of gender responsive pedagogical approaches has the potential to support learning for all students and foster gender equality within and beyond education systems. This study investigated teacher educators’ perceptions of gender responsive pedagogy in higher education in Palestine. Mixed methods were used to explore the components of capability, opportunity and motivation that influence teacher educators’ behaviour when incorporating gender responsive pedagogy in their teaching practices. Thirty-six participants completed an online survey and subsequently 17 of these took part in a semi-structured interview that used the COM-B model as a framework to explore the educators’ perceptions. Our findings suggest that teacher educators do not have sufficient knowledge and skills to incorporate gender responsive pedagogy into their teaching practices due to misunderstandings regarding the approach and the misconception between gender equality and gender responsive pedagogy. This led to lower motivation to include gender responsive practices, but increased their desire to engage in future learning and professional development on gender responsive pedagogy. In addition, the results revealed that social and cultural backgrounds of the teacher educators in addition to the understanding of the surrounding social cues and cultural norms are crucial in embedding gender responsive pedagogy into teaching practices
Pedagogy · Perception · Political science · Professional development · Social change · Social Pedagogy · Teacher education · Gender Diversity and Inequality · Gender Roles and Identity Studies · Psychology · Teacher Education and Leadership Studies
The role of teachers’ language usage in the relationship between their awareness toward the concept of gender equality and gender pedagogy practice in upper primary schools
Understanding Preservice Teachers’ Practices of Embedding Play-Based Learning and Gender-Responsive Pedagogies During Practicum
Embodied Possibilities
Promoting gender-responsive pedagogies in open education at Eswatini’s higher education institutions
Schoolyards as Inclusive Spaces
Modelling gender equity in the classroom
The behaviour change wheel
Using the framework method for the analysis of qualitative data in multi-disciplinary health research
Gender and Agency in History, Civics, and National Education Textbooks of Jordan and Palestine
Exploring Teacher Educators’ Perspectives of Play-Based Learning
Gender parity in higher education enrolments
Gender stereotyping in mothers’ and teachers’ perceptions of boys’ and girls’ mathematics performance in Ireland
The implementation of Australian Youth Mentoring Programmes
It’s not something that we think about with regard to curriculum. ’ Exploring gender and equality awareness in higher education curriculum and pedagogy
Gender balance/gender bias
Global inequality, capabilities, social justice
What Policies will Reduce Gender Schooling Gaps in Developing Countries
| Citations per year | 6 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |