31, August 2026
An Exploratory Investigation into Gender-Sensitive Pedagogical Approaches among Pre-Service Teachers
Author(s): Dr. Harim Qudsi
Authors Affiliations:
Assistant Regional Director, IGNOU Regional Centre Deoghar, Jharkhand
DOIs:10.2017/IJRCS/202608007 | Paper ID: IJRCS202608007Abstract
Keywords
Cite this Article/Paper as
References
The present investigation focused on the ways in which pre-service teachers understand, perceive, and apply gender-sensitive pedagogical approaches, together with the constraints and enabling measures associated with their implementation. The study was conducted at Government Teachers Training College, Deoghar, and Government Teachers Training College, Hazaribagh, Jharkhand. A quantitative approach was used within an exploratory descriptive survey design. The sample comprised 150 pre-service teachers, including 75 from each institution, selected through simple random sampling. Data were collected through a researcher-developed Gender-Sensitive Pedagogical Approaches Questionnaire (GSPAQ) containing 30 statements on a five-point Likert scale. Six dimensions were covered: awareness, perceptions, classroom interaction, teaching-learning practices, challenges, and opportunities/measures. Pilot administration with 30 pre-service teachers yielded a Cronbach's alpha of 0.78, indicating acceptable internal consistency. In the main study, awareness recorded a mean of 3.87 and perceptions 4.02. Classroom interaction and teaching-learning practices obtained means of 3.77 and 3.68 respectively, while perceived challenges stood at 3.21. Opportunities/measures produced the highest mean of 4.19. The findings indicate that pre-service teachers hold generally favourable orientations towards gender-sensitive pedagogy, but stronger practical preparation, institutional support, reflection, curriculum integration, and supervised teaching experiences are needed to translate awareness into sustained classroom practice.
Keywords: gender-sensitive pedagogy, pre-service teachers, teacher education, gender equality, gender-responsive pedagogy, inclusive education, classroom practices, gender sensitivity
Dr. Harim Qudsi (2026); An Exploratory Investigation into Gender-Sensitive Pedagogical Approaches among Pre-Service Teachers, International Journal of Research Culture Society, ISSN(O): 2456-6683, Volume – 10, Issue – 8, Available on – https://ijrcs.org/