Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya

Juliet Njeri Muasya

doi:doi:10.11648/j.tecs.20210603.15

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Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya

Juliet Njeri Muasya

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 3)

Received: 13 August 2021 Accepted: 30 August 2021 Published: 6 September 2021

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Abstract

Gender responsive pedagogy, sometimes referred to as gender sensitive or gender flexible pedagogy is a key area recognised in 2015 Sustainable Development Agenda. In this 21st Century, teachers continue to play a key role in the teaching and learning process, while being expected to transmit gendered values, knowledge and skills to learners in the most responsible and appropriate way/s. In addition, pre-primary teachers are charged with the responsibility of caring and rearing children in schools. This means that teacher’s ideas and beliefs whether gendered or not are more likely to impact on the pre-primary school children's lives differently. Since children in their formative years nurture values, attitudes, life skills and virtues given to them by teachers, it means that teachers with gendered knowledge are likely to shape children’s mindset in a positive way. The idea of integrating gender responsive pedagogy in teacher training curriculum is well stipulated in both national and international frameworks. In this paper the author will present and discuss findings of a study done among teachers in public pre-primary schools in Nairobi County. The aim of the current study was to examine the extent to which teachers are grounded on gender pedagogical discourses during their pre-service teacher training programmes. Findings reveal that although majority of pre-primary teachers are aware of gender issues, they seem to have limited knowledge on how to use gender responsive pedagogy. In this era of globalisation and with the introduction of Competency Based Curriculum in Kenya, there is a need to critically re-evaluate teacher’s in-service and pre-service training programmes in order to ascertain proper inclusion of gender related topics, courses or units, a way of facilitating achievement of gender equity and equality.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 3)
DOI	10.11648/j.tecs.20210603.15
Page(s)	101-108
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Gender Responsive Pedagogy, Early Childhood Education, Teacher Education, Gender Equality

References

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APA Style

Juliet Njeri Muasya. (2021). Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya. Teacher Education and Curriculum Studies, 6(3), 101-108. https://doi.org/10.11648/j.tecs.20210603.15

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Juliet Njeri Muasya. Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya. Teach. Educ. Curric. Stud. 2021, 6(3), 101-108. doi: 10.11648/j.tecs.20210603.15

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AMA Style

Juliet Njeri Muasya. Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya. Teach Educ Curric Stud. 2021;6(3):101-108. doi: 10.11648/j.tecs.20210603.15

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@article{10.11648/j.tecs.20210603.15,
  author = {Juliet Njeri Muasya},
  title = {Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {3},
  pages = {101-108},
  doi = {10.11648/j.tecs.20210603.15},
  url = {https://doi.org/10.11648/j.tecs.20210603.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210603.15},
  abstract = {Gender responsive pedagogy, sometimes referred to as gender sensitive or gender flexible pedagogy is a key area recognised in 2015 Sustainable Development Agenda. In this 21st Century, teachers continue to play a key role in the teaching and learning process, while being expected to transmit gendered values, knowledge and skills to learners in the most responsible and appropriate way/s. In addition, pre-primary teachers are charged with the responsibility of caring and rearing children in schools. This means that teacher’s ideas and beliefs whether gendered or not are more likely to impact on the pre-primary school children's lives differently. Since children in their formative years nurture values, attitudes, life skills and virtues given to them by teachers, it means that teachers with gendered knowledge are likely to shape children’s mindset in a positive way. The idea of integrating gender responsive pedagogy in teacher training curriculum is well stipulated in both national and international frameworks. In this paper the author will present and discuss findings of a study done among teachers in public pre-primary schools in Nairobi County. The aim of the current study was to examine the extent to which teachers are grounded on gender pedagogical discourses during their pre-service teacher training programmes. Findings reveal that although majority of pre-primary teachers are aware of gender issues, they seem to have limited knowledge on how to use gender responsive pedagogy. In this era of globalisation and with the introduction of Competency Based Curriculum in Kenya, there is a need to critically re-evaluate teacher’s in-service and pre-service training programmes in order to ascertain proper inclusion of gender related topics, courses or units, a way of facilitating achievement of gender equity and equality.},
 year = {2021}
}

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Author Information

Juliet Njeri Muasya

Department of Educational, Communication, Technology and Pedagogical Studies, Faculty of Education, University of Nairobi, Nairobi, Kenya

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Juliet Njeri Muasya. (2021). Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya. Teacher Education and Curriculum Studies, 6(3), 101-108. https://doi.org/10.11648/j.tecs.20210603.15

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Juliet Njeri Muasya. Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya. Teach. Educ. Curric. Stud. 2021, 6(3), 101-108. doi: 10.11648/j.tecs.20210603.15

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Juliet Njeri Muasya. Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya. Teach Educ Curric Stud. 2021;6(3):101-108. doi: 10.11648/j.tecs.20210603.15

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@article{10.11648/j.tecs.20210603.15,
  author = {Juliet Njeri Muasya},
  title = {Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {3},
  pages = {101-108},
  doi = {10.11648/j.tecs.20210603.15},
  url = {https://doi.org/10.11648/j.tecs.20210603.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210603.15},
  abstract = {Gender responsive pedagogy, sometimes referred to as gender sensitive or gender flexible pedagogy is a key area recognised in 2015 Sustainable Development Agenda. In this 21st Century, teachers continue to play a key role in the teaching and learning process, while being expected to transmit gendered values, knowledge and skills to learners in the most responsible and appropriate way/s. In addition, pre-primary teachers are charged with the responsibility of caring and rearing children in schools. This means that teacher’s ideas and beliefs whether gendered or not are more likely to impact on the pre-primary school children's lives differently. Since children in their formative years nurture values, attitudes, life skills and virtues given to them by teachers, it means that teachers with gendered knowledge are likely to shape children’s mindset in a positive way. The idea of integrating gender responsive pedagogy in teacher training curriculum is well stipulated in both national and international frameworks. In this paper the author will present and discuss findings of a study done among teachers in public pre-primary schools in Nairobi County. The aim of the current study was to examine the extent to which teachers are grounded on gender pedagogical discourses during their pre-service teacher training programmes. Findings reveal that although majority of pre-primary teachers are aware of gender issues, they seem to have limited knowledge on how to use gender responsive pedagogy. In this era of globalisation and with the introduction of Competency Based Curriculum in Kenya, there is a need to critically re-evaluate teacher’s in-service and pre-service training programmes in order to ascertain proper inclusion of gender related topics, courses or units, a way of facilitating achievement of gender equity and equality.},
 year = {2021}
}

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TY  - JOUR
T1  - Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya
AU  - Juliet Njeri Muasya
Y1  - 2021/09/06
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210603.15
DO  - 10.11648/j.tecs.20210603.15
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 101
EP  - 108
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210603.15
AB  - Gender responsive pedagogy, sometimes referred to as gender sensitive or gender flexible pedagogy is a key area recognised in 2015 Sustainable Development Agenda. In this 21st Century, teachers continue to play a key role in the teaching and learning process, while being expected to transmit gendered values, knowledge and skills to learners in the most responsible and appropriate way/s. In addition, pre-primary teachers are charged with the responsibility of caring and rearing children in schools. This means that teacher’s ideas and beliefs whether gendered or not are more likely to impact on the pre-primary school children's lives differently. Since children in their formative years nurture values, attitudes, life skills and virtues given to them by teachers, it means that teachers with gendered knowledge are likely to shape children’s mindset in a positive way. The idea of integrating gender responsive pedagogy in teacher training curriculum is well stipulated in both national and international frameworks. In this paper the author will present and discuss findings of a study done among teachers in public pre-primary schools in Nairobi County. The aim of the current study was to examine the extent to which teachers are grounded on gender pedagogical discourses during their pre-service teacher training programmes. Findings reveal that although majority of pre-primary teachers are aware of gender issues, they seem to have limited knowledge on how to use gender responsive pedagogy. In this era of globalisation and with the introduction of Competency Based Curriculum in Kenya, there is a need to critically re-evaluate teacher’s in-service and pre-service training programmes in order to ascertain proper inclusion of gender related topics, courses or units, a way of facilitating achievement of gender equity and equality.
VL  - 6
IS  - 3
ER  -

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