Secondary School Teachers’ Experiences of Using Gender and Inclusive Pedagogies Towards Bringing Changes in the Classrooms and Schools

Abstract

Globally, attention to gender and inclusive pedagogies has grown in order to advance high-quality education. In Bangladesh, Nepal, Bhutan, Vietnam, and Timor-Leste, a cross-cultural study was done to evaluate the effects of a co-designed teacher professional development program called Gender and Inclusive Pedagogy (GIP) on secondary school students' participation and academic accomplishment throughout the pandemic and beyond. GIP intervention was experimented in 60 secondary schools in five partner countries. This paper particularly presents the findings from the analysis of data collected from twenty (20) subject teachers from twenty experimental schools in Bangladesh aiming to explore the real-world experiences of teachers to use gender and inclusive pedagogies in the classrooms and schools. Semi-structured interviews have been conducted to collect data and thematic technique of qualitative data analysis has been used. Findings suggest that majority of the teachers experienced changes in terms of their own understanding and attitudes about gender and inclusive pedagogies(GIP), students’ behavior towards their peers, students’ voice and active participation in the classrooms and schools, students’ assessment procedures, practices of GIP by fellow colleagues, engagement and role of school management committee(SMC), parental involvement and influence in the schools, school environment, involvement of local education officers in school activities, and role of head teachers. Findings also suggest that despite having much positive experience of the teachers, they experienced challenges in school contexts over the period of time towards GIP implementation. Findings have implications for teachers’ preparedness and practices of GIP towards achieving quality education as recommend in SDGs.

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Author Information
Md. Khairul Islam, University of Dhaka, Bangladesh
Mohammad Ali Zinnah, University of Dhaka, Bangladesh
M Wahiduzzaman, University of Dhaka, Bangladesh
Mohammad Tariq Ahsan, University of Dhaka, Bangladesh
Md. Ahsan Habib, University of Dhaka, Bangladesh
Md. Saiful Malak, University of Dhaka, Bangladesh
Md. Shahadat Hossain Khan, Islamic University of Technology, Bangladesh
Sumera Ahsan, University of Dhaka, Bangladesh
Md. Abdus Salam, University of Dhaka, Bangladesh
Diba Hossain, University of Dhaka, Bangladesh

• Category: Teaching Experiences, Pedagogy, Practice & Praxis

Posted by James Alexander Gordon

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