دورية أكاديمية
The Realities of Tutor Pedagogical Practices and Adaptation of Gender Pedagogy: A Comparison of Implementation in Selected Teacher Colleges in Tanzania, Kenya and Uganda
| العنوان: | The Realities of Tutor Pedagogical Practices and Adaptation of Gender Pedagogy: A Comparison of Implementation in Selected Teacher Colleges in Tanzania, Kenya and Uganda |
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| اللغة: | English |
| المؤلفون: | Nyagwegwe C. Wango, Jane F. A. Rarieya, Omari M. Abunga, Mary Oluga, Aqeela Datoo |
| المصدر: | Educational Research and Reviews. 2024 19(4):60-78. |
| الإتاحة: | Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education |
| Descriptors: | Teacher Education Programs, Cross Cultural Studies, Gender Issues, Public Officials, Administrator Attitudes, Educational Administration, Faculty Development, Tutors, Foreign Countries, Preschool Teachers, Elementary School Teachers, Teacher Attitudes, Pedagogical Content Knowledge, Inclusion, Sex Fairness, Victims, Violence, Pregnancy, Females, Mothers, Womens Education, Gender Differences |
| مصطلحات جغرافية: | Uganda, Tanzania, Kenya |
| تدمد: | 1990-3839 |
| مستخلص: | The study examined the strategies used by teacher educators in their teaching practices and gender integration in Kenya, Uganda and Tanzania. The nature of the engagement of educational leaders and administrators in supporting teaching, learning and mainstreaming gender issues in teaching was also examined. A total of 165 sampled respondents were reached. This included 81 government officials and educational leaders (18 government officials and 63 educational leaders) and 84 tutors. The study used a concurrent mixed-method approach where the combined qualitative and quantitative data collection methodologies were applied to answer the study questions. The study data were collected directly from the project participants through semi-structured interviews and survey questionnaires. 60% of preprimary and primary tutors from Kenya demonstrated knowledge and skills in pedagogical practices compared to 13% from Tanzania and 20% from Uganda. The findings also revealed that most tutors do not think training and application of lifelong professional development strategies on key pedagogical aspects and content are essential for achieving a gender-responsive and inclusive training and support program. These key areas include support for gender-based violence victims, support for pregnant girls and mothers to continue education; gender-sensitive expectations towards girls' and boys' achievements; gender-sensitive expectations around girls' and boys' behavior, lesson demonstration, and lesson observation. The study recommends that there should be integration of gender issues in delivering training for the tutors of the colleges in East Africa. The training should focus on enhancing pedagogical practices and related educational leadership and management. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1425587 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1990-3839 |
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