| Abstract: | The main objective of this study was to explore the implementation of gender
responsive pedagogy at Debre-Markos College of Teacher Education. To this end,
observational case study was employed and non-participant observation; in-depth
interview and focus group discussion were used. Data was collected from seven
purposively selected teacher-educators and six students. The collected data was
analyzed and interpreted qualitatively. As it was revealed in the results, study
participants (teachers and students) were found to have low understanding about
gender responsive pedagogy. Moreover, the different teacher-student classroom
interactions, teachers‘ classroom language use, classroom management, leadership
assignment and students‘ seating arrangement were not gender responsive. They
were found to favour towards male students than females. Hence it could be
concluded that teachers‘ classroom teaching practice has not been carried out in a
gender friendly manner. Thus, it was recommended that the college administrative
body and other concerned stakeholders should offer sustainable, practical and
efficient training to teacher-educators to enable them to consider gender issues in
their day-to-day classroom practices. |
