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@article{187540,
        author = {Dr. Mamata Kumari Satapathy},
        title = {Preparing Teachers for Gender-Sensitive Classrooms: Challenges and Opportunities in Teacher Education Programs},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {6},
        pages = {5126-5129},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=187540},
        abstract = {Gender-sensitive pedagogy aims to create learning environments where all learners irrespective of gender feel valued, respected, and equally encouraged to participate. In India, teacher education programs have a critical role in preparing teachers to challenge gender stereotypes and ensure equitable classroom practices. This empirical study explored the challenges and opportunities in preparing pre-service teachers for gender-sensitive classrooms. Data were collected from 50 B.Ed. trainees and 5 teacher educators from two teacher training institutes in North Bengal using a mixed-method design (survey and focus group discussion). Results revealed that while 72% of the respondents were aware of gender equity concepts, only 38% felt confident implementing gender-sensitive pedagogy during teaching practice. Major challenges identified included limited curricular integration, lack of trained teacher educators, stereotyped textbooks, and insufficient exposure to gender workshops. However, opportunities existed in reflective practice, peer discussion, and the integration of gender modules in professional courses. The study concludes that continuous professional development, curriculum revision, and institutional support can transform teacher education into a powerful medium for promoting gender equality in Indian classrooms.},
        keywords = {Gender sensitivity, pedagogy, teacher education, pre-service teachers, equity},
        month = {November},
        }