Gender Sensitization Training in Teacher Education Curricula

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DOI: https://doi.org/10.63345/ijre.v14.i12.3

Dr. Lalit Kumar

IILM University

Knowledge Park II, Greater Noida, Uttar Pradesh 201306 India

Abstract— Gender sensitization is an essential component of quality teacher education, equipping future educators with the awareness, attitudes, and skills needed to foster gender-equitable classrooms. This manuscript examines the integration of gender sensitization training within teacher education curricula, focusing on its theoretical underpinnings, global and national policy frameworks, and empirical outcomes. A descriptive survey was conducted among 200 student‐teachers enrolled in five teacher training institutes across India to assess their pre‐existing gender attitudes, the extent and quality of training received, and the perceived efficacy of different instructional approaches.

Data were collected via a structured questionnaire (Cronbach’s α = 0.87) and analysed using descriptive statistics and thematic analysis of open‐ended responses. Results indicate that while most institutions include standalone workshops on gender issues, systematic infusion of gender perspectives into core methods courses remains limited. Student‐teachers reported significant gains in knowledge and self‐efficacy following participatory activities (role‐plays, case discussions), but identified barriers such as faculty preparedness and rigid curricular structures. Based on these findings, the paper recommends a three‐pronged curricular model—foundational theory modules, embedded gender themes in pedagogy courses, and ongoing reflective practice—to achieve sustained gender sensitization. The manuscript concludes with implications for policy, teacher‐educator training, and future research avenues to strengthen gender equity in education.

Keywords— Gender Sensitization; Teacher Education; Curriculum Integration; Survey Research; Gender Equity

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