Exploring the primary grade teachers` perceptions and practices about gender equity and related issues in education specifically in teaching and learning in co-education primary level classrooms of a semi-government school in Sindh

Nations across the world are trying to make their education systems more equitable and inclusive. Gender equity in education has been the major focus of this effort. In Pakistan, all the education policies including the most recent provincial education sector plans have an explicit emphasis on ensuring gender equity in schooling and teaching-learning processes. This current qualitative case study focuses on exploring the primary grade teachers’ perceptions about gender equity and related issues in education specifically in teaching and learning in co-education primary level classrooms of a semi-government school in Sindh. The participants for this study were primary grade teachers of that particular entity. A total of six participants were selected for this study including three male and three female teachers having a minimum of two years of teaching experience. The participants were selected through the snowball technique that followed purposive sampling. Semi-structured interviews were conducted to collect data. The findings of this study suggest that the perceptions of male and female participants (teachers) were almost similar in one way or another. They perceived boys and girls differently because of the difference in the treatment at home and the gendered practice of society. They believed that societal norms affected the way students learn. The participants as novice teachers were unaware of gender-related terminologies, but they were aware of gender equity issues in education. They tried to use their understanding of gender differences while supporting their students. The participants were found to understand gender issues. However, they lacked knowledge and skills on how to address these issues through gender-inclusive strategies. Findings also suggest that there were no professional development opportunities for the teachers to develop their competencies for gender-inclusive practice. The study recommends professional development training for the teachers to help them develop the required skills and knowledge for gender-inclusive teaching and learning. This study also recommends the inclusion of gender equity related matters in the teacher education programs such as B.Ed (Hons.)