Teacher educators’ perspectives on gender responsive pedagogy in higher education

Khalil, Nibal; Aljanazrah, Ahmad; Hamed, Ghadeer; Murtagh, Elaine

doi:10.1080/03323315.2023.2174575

Irish Educational Studies

2023

DOI: 10.1080/03323315.2023.2174575

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Teacher educators’ perspectives on gender responsive pedagogy in higher education

Nibal Khalil

Ahmad Aljanazrah

Ghadeer Hamed

et al.

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2023

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Cited by 2 publications

References 33 publications

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Exploring STEM Teacher Educators’ Gender Awareness and Understanding of Gender-responsive Pedagogies in Kazakhstan

Almukhambetova

2023

The Steppe and Beyond: Studies on Central Asia

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This qualitative interview-based study aims to fill the niche in global scholarly research on the major hindrances of women’s participation in Science, Technology, Engineering, and Mathematics (STEM) by exploring STEM teacher educators’ gender awareness and understanding of gender-responsive pedagogies in Kazakhstan. Twenty-two teacher educators from five teacher training universities participated in the study. The study is framed by the 4Rs framework (based on Fraser’s social justice theory), which uses the concepts of recognition, redistribution, representation, and reconciliation with respect to socio-economic and cultural processes that marginalize women from educational and employment opportunities. The study’s results offer some important insights into tensions in STEM teacher education that might have an influence on the educational and career pathways of women in STEM in the Central Asian context.

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Exploring STEM Teacher Educators’ Gender Awareness and Understanding of Gender-responsive Pedagogies in Kazakhstan

Almukhambetova

2023

The Steppe and Beyond: Studies on Central Asia

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Stabilizing and Empowering Women in Higher Education

Johnson

2023

Stabilizing and Empowering Women in Higher Education

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The importance of higher education in today's world and workforce cannot be overstated. It is well-known that higher education leads to better jobs, higher salaries, and elevated social status. Unfortunately, women have been historically underrepresented in the realm of higher education. In recent years, however, numerous efforts have been made to stabilize and empower women in this arena. As such, this chapter aims to provide an in-depth analysis of these progressive efforts. Stabilizing and empowering women in higher education is essential in promoting gender equality and generational social progress. While substantial gains have been made in recent years, much remains to be done. Universities must continue to support all women in higher education – students, staff, faculty, and leaders alike – through mentorship, work-life balance policies, and opportunities for advancement. Highlighted here is that these efforts will provide women with the support and opportunities necessary to succeed in and beyond the academic sphere.

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Teacher educators’ perspectives on gender responsive pedagogy in higher education

Cited by 2 publications

References 33 publications

Exploring STEM Teacher Educators’ Gender Awareness and Understanding of Gender-responsive Pedagogies in Kazakhstan

Exploring STEM Teacher Educators’ Gender Awareness and Understanding of Gender-responsive Pedagogies in Kazakhstan

Stabilizing and Empowering Women in Higher Education

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