Australian Journal of Teacher Education
Abstract
: To date, studies exploring Muslim preservice teachers’ views on gender matters in education remain scant. We conducted a qualitative-quantitative survey with 45 Filipino Muslim preservice teachers, ten of whom participated in follow-up email interviews, to explore their perceptions towards integrating a gender perspective into education. The results indicate the participants’ progressive views on fluid gender norms, although they also share conflicting perspectives on gender roles that tend to reinforce gender stereotypes. The preservice teachers also report positive perceptions concerning their institutions’ commitment to gender sensitivity and gender mainstreaming in teacher-education curricula. However, they seem to have unrealistic views on gender inequalities in learning contexts because of insufficient required or optional/elective courses related to gender studies or gender equality (GE) they have taken. Nevertheless, general responses indicate the participants’ capacity to develop concrete plans that support GE in their future classrooms. The study likewise discusses implications for promoting GE in educational situations where inclusivity is encouraged or prioritised.
Was this research funded?
Yes, research was funded
Recommended Citation
Tarrayo, V. N., Susaya, M., & Yuarata, D. A. (2024). Perceptions Towards Integrating a Gender Perspective into Education: A Study of Muslim Preservice Teachers in the Philippines. Australian Journal of Teacher Education, 49(12). https://doi.org/10.14221/1835-517X.6239
Included in
Adult and Continuing Education Commons, Gender Equity in Education Commons, Humane Education Commons, Other Teacher Education and Professional Development Commons