Pre-service teachers’ conceptualisation of gender-responsive pedagogy as a strategy for achieving gender equality in classrooms

Gender inequality in schools remains a significant barrier to creating inclusive classrooms, despite numerous international and national efforts. Gender-responsive pedagogy (GRP) has emerged as an essential approach to addressing these disparities by considering the needs of both male and female students. This study explores how pre-service teachers in Tanzania conceptualise GRP, focusing on their understanding of its components. Using a qualitative approach within a case study design, semi-structured interviews were conducted with 14 pre-service teachers from a Tanzanian university. Data were analysed using MAXQDA software to identify key themes. The findings reveal that most pre-service teachers have limited exposure to GRP, with many unable to conceptualise GRP and its components, highlighting gaps in teacher education programmes. Integrating GRP into teacher education curricula through structured training, workshops, and curriculum reforms is crucial for preparing teachers with the skills needed to create gender-equitable learning environments, as outlined in SDGs 4 and 5.