Teachers’ Practices of Gender Equality

Achieving gender equality in education has been one of the goals of the Beijing Platform for Action, Education for All, and of the Millennium Development Goals. Teachers and their pedagogy are instrumental in achieving this goal. The purpose of this research was to seek teachers’ understanding on the concept of gender equality and explore their perceptions and practices in schools. Review of related literature and documents, in-depth interviews and observation using qualitative methods constituted the main research approach. In this paper , I depicted the teachers’ perceptions on gender equality in education. I proceed with the process of analyzing the data on teachers’ current practices on gender equality. To seek the answer to my research question ‘how has gender equality been practiced by teachers in schools?’ the data were derived through in-depth interview, and observations. To explore the teachers’ practices and to solicit more in- depth ideas on their conceptualizations and practices of teaching for gender equality, interviews were conducted. Likewise, to understand what the teachers really do in practice in and outside the classroom in relation to gender equality, observations were made. From the gathered data three themes: teacher’s interaction, use of teaching materials, and school environment were derived to answer my research question.