Gender Responsive Pedagogy for Teaching and Learning: The Practice in Ghana’s Initial Teacher Education Programme

Abstract

The use of instructional strategies that promote gender inclusion and sensitivity in initial teacher training is very important in the development of teachers. In this paper, the use of gender-responsive pedagogy in Ghana’s initial teacher training programme is highlighted. Using data from baseline, midterm and end-line surveys, the paper addresses how tutors and mentors use gender responsive pedagogy and the changes that have occurred. The study adopted a mixed - method approach using lesson observations, interviews and a questionnaire to capture data from 310 participants (280 college tutors, 10 student teachers and 20 mentors) sampled from the 46 Colleges of Education in Ghana. The findings presented in this paper reveal that there has been significant improvement in the use of gender responsive pedagogy by the core subjects (English, Mathematics and Science) from the tutors sampled. Increases have been observed in both male and female tutors’ demonstration of gender responsive pedagogy in their teaching. A similar increase has been found in the use of gender responsive mentoring strategies by mentors. The paper concludes by highlighting the implications of the findings for policy in the use of gender-sensitive pedagogy in Ghana’s initial teacher training programme.