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The Role Of Gender Inequality In Education

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Recommended: Gender equality in the classroom

Students’ academic engagement of prospective teachers (PTs) in planned and unplanned activities during higher education affects not only the learning process but also the personality development of the learner (PTs). According to Kuh, (2001), the effect of academically purposeful activities on the learning and personal development of male and female students cannot be ignored in higher education. Kim, Andrew, & Carr (2004) described that competencies required for the classroom deal with the "diverse learners" male and female students in TEPs as well as provide base for the future practices.
The major task of a teacher in an educational organization is teaching and effect of pre-service teacher training on future teaching cannot be ignored as …show more content…

Another study was conducted by Akhtar (2012) entitled ‘Gender Inequality in Teacher Education Programs’. He concluded that causes of inequality in teaching profession are low salary and low social status. He also suggested that there is need to enhance social and economic status of the teachers to ensure the gender equality in TEPs. A study entitled “Evaluating Courses: an examination of the impact of student gender" has been conducted by Darby (2006). The researcher concluded that gender variation is found in programs evaluation and gender variations are based on the type of assessment during the course done by the trainers. Quantitative and descriptive study of Fatima (2010) recommended that required changes in the engagement of PTs like group discussion, role playing activities, and seminar must be introduced in different teacher education …show more content…

Gender parities during TEP enable both male and female PTs to engage in academic activities (e.g role playing, assignments etc) Tinklin, Croxford, Ducklin, & Frame, (2001). Gender parity enhances excellence of TEP at university level. So the perception of PTs about gender parity in academic engagement of PTs in TEP can affects their performance. Therefore, the study was designed to evaluate gender parity in academic engagement of PTs in TEPs.

1.1 Objectives of the study
Objectives of the study were to:
• Investigate the perception of prospective teachers about gender parity in students 'engagement ' during teacher education programs.
• Compare male and female perception about gender parity in students 'engagement ' during teacher education programs.
The findings of the study would assist teacher educators to design the lessons with reference to gender parity in students 'engagement '. Moreover, the evaluators of the teacher educators may consider the aspect of gender parity in performance

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