NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1072589
Record Type: Journal
Publication Date: 2010-Mar
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1940-5847
The Need for Training Gender-Sensitive Teachers: Addressing Education Challenges for Gender Sensitive National Development
Lumadi, Mutendwahothe Walter; Shongwe, Sipho S.
Contemporary Issues in Education Research, v3 n3 p41-50 Mar 2010
This study reports on the extent to which colleges of education in Swaziland prepare student teachers to be gender-sensitive in their practice as teachers. Gendering in contemporary teacher education, both primary and secondary was approached from the curricular and agency perspectives. Gender-related differences in the first teacher education curriculum were highly visible. These have persisted and are still visible in the current curricular structures though the wording may have changed over time. Other major findings included factors perceived by lecturers and teacher education management as necessary for implementation of a gender-sensitive curriculum in teacher education colleges, and these include the need for gender-related initiatives to address gender issues and the need to address gender hierarchies.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Swaziland
Grant or Contract Numbers: N/A