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| Practices of Teachers Regarding Gender Friendly Classroom At Primary Level: A Qualitative Investigation |
Tabinda Naeem, Dr. Najum Nisa
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Abstract:
‘Gender’ refers to the roles, relationships, attitudes, values, behaviors, power, and influence that society ascribes to males and females. The process of developing a gender identity begins as early as age 2. ‘Gender-friendly classroom’ is one in which the teacher tries to structure their classroom appropriately for both genders and teaches students about potential gender issues, and how to overcome these issues. Its purpose is to enable to investigate gender inclusion within a specific classroom environment, uncovering the teacher’s understanding of the role of gender within a primary classroom. The aim of this study record teacher’s awareness of gender and how they incorporate gender into their teaching and learning experiences, observing classroom events and interactions for evidence of gendered learning and behavior. For this study, a qualitative method was used in which semi structures interviews and observation checklist was conducted. The data was collected by the researcher by conducting the interviews from 10 teachers of schools at primary level from 2 different schools. The researcher used observational checklist for observing the teachers’ behavior regarding to general friendly practices. The data was analyzed using open and axial coding. The findings from this research confirm that teachers can refine teaching practices in ways that impact on gendered learning behaviors and outcomes in primary school classrooms. The project demonstrates that teachers can form and alter children’s opinions and perceptions of gender. It recommends that teachers model and provide an environment that is free of stereotypes or bias.
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