Teacher educators' perspectives on gender responsive pedagogy in higher education.
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| Title: | Teacher educators' perspectives on gender responsive pedagogy in higher education. |
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| Authors: | Khalil, Nibal1, Aljanazrah, Ahmad1 ajanazrah@birzeit.edu, Hamed, Ghadeer1, Murtagh, Elaine M.2 |
| Source: | Irish Educational Studies. Dec2024, Vol. 43 Issue 4, p903-919. 17p. |
| Subject Terms: | *Teacher educators, *Higher education, *Academic motivation, *Teacher education, *Teaching methods |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180733107 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teacher educators' perspectives on gender responsive pedagogy in higher education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Khalil%2C+Nibal%22">Khalil, Nibal</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Aljanazrah%2C+Ahmad%22">Aljanazrah, Ahmad</searchLink><relatesTo>1</relatesTo><i> ajanazrah@birzeit.edu</i><br /><searchLink fieldCode="AR" term="%22Hamed%2C+Ghadeer%22">Hamed, Ghadeer</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Murtagh%2C+Elaine+M%2E%22">Murtagh, Elaine M.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Dec2024, Vol. 43 Issue 4, p903-919. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180733107 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03323315.2023.2174575 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 903 Subjects: – SubjectFull: Teacher educators Type: general – SubjectFull: Higher education Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Teaching methods Type: general Titles: – TitleFull: Teacher educators' perspectives on gender responsive pedagogy in higher education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Khalil, Nibal – PersonEntity: Name: NameFull: Aljanazrah, Ahmad – PersonEntity: Name: NameFull: Hamed, Ghadeer – PersonEntity: Name: NameFull: Murtagh, Elaine M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 03323315 Numbering: – Type: volume Value: 43 – Type: issue Value: 4 Titles: – TitleFull: Irish Educational Studies Type: main |
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