Implementation of Gender Responsive Pedagogy at Debre Markos College of Teacher Education

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.