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首页> 外文期刊>Journal of Education and Practice >Influence of Teacher Pedagogical Practices on Gender in Nairobi Informal Settlements and Kilifi County Schools, Kenya
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Influence of Teacher Pedagogical Practices on Gender in Nairobi Informal Settlements and Kilifi County Schools, Kenya

机译：教师教师教学实践对内罗毕非正式定居点和Kenya县学校性别的影响

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摘要

This paper examines teachers’ pedagogical practices in the classroom and their implications on girls’ learning outcomes. The paper is based on a qualitative case study of selected schools in Nairobi and Kilifi counties in Kenya. A total of six primary schools; four in Nairobi informal settlements and two from Kilifi (representing the arid and semi- arid lands) participated in the study. A total of 220 informants including 189 children and 31 adults were interviewed individually or in groups. The study utilised observations, interviews, Focus Group Discussions (FGDs), and mapping methods to generate data. Results indicated that teachers engaged boys more than girls in the learning processes, grouping learners according to their abilities that saw girls fall into poor performing categories. The study concluded that gender-biased pedagogical practices marginalised girls further hence limiting their chances of acquiring quality education and equity for sustainable development. The paper recommends retooling teachers on gender responsive pedagogy.
机译：本文研究了课堂教师的教学实践及其对女孩学习成果的影响。本文基于肯尼亚内罗毕和基尔菲县所选学校的定性研究。共有六所小学;四个在内罗毕非正式定居点和来自Kilifi（代表干旱和半干旱地区）的两项参加了这项研究。共有220名信息人员，包括189名儿童和31名成人，单独或分组进行采访。该研究利用观察，访谈，焦点小组讨论（FGDS）和映射方法来生成数据。结果表明，教师从事学习过程中的男孩比女孩更远，根据自己的能力进行分组学习者，看到女孩陷入糟糕的表演类别。该研究得出结论，性别偏见的教学实践边缘化的女孩进一步限制了他们获得素质教育和可持续发展股权的机会。本文建议在性别响应性教育中的重新制作教师。

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