Perception of prospective teachers towards gender role: A case study

Abstract

The perceptions of prospective teachers towards gender roles as they learn about this topic in their B.Ed. program and undertaking an internship is the aim of the study. Both classroom practices and perceptions have been examined. As per the National Education Policy (NEP-2020), gender education is supposed to integrate essential subjects, skills, and capacities into the core part of the curriculum. There is also a provision for a Gender Inclusion Fund (GIF). A descriptive method was used to find the result, with a self-made statement schedule having expert validation. The findings of this study show that female prospective teachers are more neutral towards gender roles than their male counterparts. Both are approaching a gender-neutral world, but some dimensions still have stereotypical mindsets. In their classrooms, while the teaching-learning process takes place, they are aware of their behavior toward gender roles. They always try to engage the students in various projects on equal terms, following the protocol of the school where they intern. The results show that if gender studies are taught like any other core subject, observable behavior changes can be seen in both teachers and students. This creates the potential for a gender-neutral world in the long run, which aligns with education's ultimate goal of fostering a happy and prosperous society that facilitates creativity.