Abstract
The use of instructional strategies that promote gender inclusion and sensitivity in initial teacher training is very important in the development of teachers. In this paper, the use of gender-responsive pedagogy in Ghana’s initial teacher training programme is highlighted. Using data from baseline, midterm and end-line surveys, the paper addresses how tutors and mentors use gender responsive pedagogy and the changes that have occurred. The study adopted a mixed-method approach using lesson observations, interviews and a questionnaire to capture data from 310 participants (280 college tutors, 10 student teachers and 20 mentors) sampled from the 46 Colleges of Education in Ghana. The findings presented in this paper reveal that there has been significant improvement in the use of gender responsive pedagogy by the core subjects (English, Mathematics and Science) from the tutors sampled. Increases have been observed in both male and female tutors’ demonstration of gender responsive pedagogy in their teaching. A similar increase has been found in the use of gender responsive mentoring strategies by mentors. The paper concludes by highlighting the implications of the findings for policy in the use of gender-sensitive pedagogy in Ghana’s initial teacher training programme.
Highlights
IntroductionThere has been a growing interest in and efforts at addressing gender related barriers in the education system
With gender sensitivity and equality mainstreamed into initial teacher education, the continuous adoption of gender responsive pedagogy by all tutors will encourage more gender equality and sensitive teaching (Kreitz-Sandberg, 2013; Bramberger, 2015) in basic schools
The paper concludes that Colleges of Education (CoEs) tutors increasingly used gender-responsive pedagogy for teaching the core subjects such as English Language, Mathematics and Science
Summary
There has been a growing interest in and efforts at addressing gender related barriers in the education system. One major setback related to girls’ access to education involves issues around girls’ school enrolment (entry), survival and completion (MoE, 2018). Several interventions have been implemented to address gender biases, especially access issues (MoE, 2018). It is critical that the challenges to girls’ access, retention and completion are addressed simultaneously. It has been argued that the teacher’s adoption of gender-responsive pedagogy is one way to ensure grade survival and completion for both boys and girls (MoE, 2018; GES, 2018). The use of gender sensitive pedagogy is critical if the dominant gender bias within a patriarchal system is to be challenged
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