Almukhambetova, Ainur;
(2025)
Teacher educators' perceptions of gender equality in the post-Soviet context.
Education and Conflict Review
, 6
pp. 97-104.
10.14324/000.ch.10216112.
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Abstract
Gender equality in education is a key driver of individual empowerment, economic prosperity, and societal well-being. Educational institutions, as authoritative organisations, contribute significantly to the perpetuation of gendered cultural practices, and they play a critical role in shaping learners’ gender-related attitudes. Therefore, gender-aware and gendersensitive teachers are crucial actors that can help to achieve gender equality in teaching and learning environments. This qualitative interview-based study aimed to explore the gender equality needs of teacher educators in Kazakhstan by exploring their perceptions of gender equality. More specifically, the study focuses on teacher educators’ perceptions surrounding the issues of gender equality in education and their capacity to improve the educational environment. The findings of the study suggest that teacher educators hold strong gendered views on students’ performance and abilities and do not acknowledge the existing inequities in education in the Kazakhstani context.
| Type: | Article |
|---|---|
| Title: | Teacher educators' perceptions of gender equality in the post-Soviet context |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/000.ch.10216112 |
| Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Gender equality, teacher educators, teacher training |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10216112 |
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