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Modelling gender equity in the classroom: from teacher educators to pre-service teachers and what gets lost in translation.

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Title: Modelling gender equity in the classroom: from teacher educators to pre-service teachers and what gets lost in translation.
Authors: Walsh, Aisling (AUTHOR), Murtagh, Elaine M. (AUTHOR), Aljanazrah, Ahmad (AUTHOR), Hamed, Ghadeer (AUTHOR)
Source: Oxford Review of Education. Jun2026, Vol. 52 Issue 3, p404-421. 18p.
Subjects: Teacher education, Student teachers, Educational equalization, Classroom dynamics, Play-based learning, Teaching methods, Educators, Gender inequality
Geographic Terms: Palestine
Abstract: Gender-responsive pedagogies (GRP) are increasingly recognised as an essential factor in promoting gender equity in the classroom across all levels of education. This paper explores successes and challenges of using GRP to support more equitable gender relationships in Palestine, where equality of access to education between boys and girls has already been achieved but gendered dynamics in teaching and learning prevail. Our reflections are grounded in the lessons learned from a four-year project which explored how GRP and play-based learning (PBL) can be incorporated into teacher education programmes to enhance the educational experience of children in Palestine. We explore how teacher educators who participated in training on GRP and PBL shared their knowledge, practical skills and enthusiasm with the pre-service teachers who took their classes. We question why gender gets lost in translation and how playful approaches can better support the use of GRP in future teacher education initiatives. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education 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: Psychology and Behavioral Sciences Collection
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  Data: Modelling gender equity in the classroom: from teacher educators to pre-service teachers and what gets lost in translation.
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  Data: <searchLink fieldCode="AR" term="%22Walsh%2C+Aisling%22">Walsh, Aisling</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Murtagh%2C+Elaine+M%2E%22">Murtagh, Elaine M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Aljanazrah%2C+Ahmad%22">Aljanazrah, Ahmad</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hamed%2C+Ghadeer%22">Hamed, Ghadeer</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Jun2026, Vol. 52 Issue 3, p404-421. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+dynamics%22">Classroom dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Play-based+learning%22">Play-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+inequality%22">Gender inequality</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Palestine%22">Palestine</searchLink>
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  Data: Gender-responsive pedagogies (GRP) are increasingly recognised as an essential factor in promoting gender equity in the classroom across all levels of education. This paper explores successes and challenges of using GRP to support more equitable gender relationships in Palestine, where equality of access to education between boys and girls has already been achieved but gendered dynamics in teaching and learning prevail. Our reflections are grounded in the lessons learned from a four-year project which explored how GRP and play-based learning (PBL) can be incorporated into teacher education programmes to enhance the educational experience of children in Palestine. We explore how teacher educators who participated in training on GRP and PBL shared their knowledge, practical skills and enthusiasm with the pre-service teachers who took their classes. We question why gender gets lost in translation and how playful approaches can better support the use of GRP in future teacher education initiatives. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education 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.)
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        Value: 10.1080/03054985.2025.2477064
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        Text: English
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        Type: general
      – SubjectFull: Student teachers
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      – SubjectFull: Educational equalization
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      – SubjectFull: Educators
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      – SubjectFull: Gender inequality
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      – SubjectFull: Palestine
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              Text: Jun2026
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              Y: 2026
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