Gender equity and equality in teacher education in Uganda: the case of primary teacher preparation at college

This Thesis investigated on Gender Equality and Equity in Teacher Education in Uganda. One reason for investigating on primary teacher training colleges is that teachers play unrivalled role in the early years of the growth and development of the child and therefore have a lot to account for in the attitudes, perceptions and behavior of children. A survey of the perceptions, attitudes and knowledge of tutors and second year pre-service student teachers on gender equality and equity in primary teacher training colleges was carried out. A survey design through both qualitative and quantitative design methods was used for this study. Both qualitative and quantitative approaches were employed so as to provide the necessary triangulation for getting a more composite data to articulate better the research findings. The study found that the classroom managed by teachers becomes one of the major institutions where the formal educational engendering process begins. Secondly, research on gender concerns in teacher education in Uganda has not been a subject of extensive nor intensive inquiry. The study further revealed that though tutors and their students understood what the concept of gender meant, their socialization process continue to blind them and perpetuate gender inequality in their workplace. This research demonstrated that the tutors’ gender played a role in classroom interactions in the sense that it appeared to influence the extent to which male students dominate in classroom activities and hence the learning outcomes while female students remained perceive recepients of knowledge. Furthermore, it was noted that since teacher education is responsible for preparing future teachers to promote meaningful learning for all learners, regardless of their gender, ethnic heritage or cultural background, educators must respond to school reform efforts that meet the needs of all learners. Over all the study made recommendations to the Government, the Ministry of Education and Sports, the NGOs, the Media, the Head-teachers and tutors of PTCs, Parents and community members to engender all their activities if they have to have a positive gender responsive world that is free from gender stereotypical perceptions, attitudesand behaviors. The overall recommendation is the need to develop a pedagogy that incorporates a gender dimension in every aspect and at all levels of education which should be geared to the establishement of more equal relations between male and female learners and their educators plus the teacher trainers.