Enregistré dans:
| Auteurs principaux: | , |
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| Format: | Recurso digital |
| Langue: | anglais |
| Publié: |
Zenodo
2013
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| Sujets: | |
| Accès en ligne: | https://doi.org/10.5281/zenodo.19011127 |
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Table des matières:
- <p>In Sierra Leone, girls' access to technology education in secondary schools is limited, exacerbating existing gender disparities. This study aims to address this by developing and evaluating an inclusive curriculum and teacher training programme. The study employed semi-structured interviews, focus group discussions, and document analysis among secondary school teachers and students in Sierra Leone. Data collection was conducted from September to December . Teachers reported a significant improvement in their confidence and comfort with teaching technology subjects, particularly when integrating gender-sensitive content into the curriculum. A notable finding was an increase of 40% in student engagement rates when teachers incorporated interactive learning activities related to gender equality. The findings indicate that teacher training programmes focusing on inclusive education can lead to improved classroom practices and better student outcomes in technology subjects, especially for girls. Based on the study's results, it is recommended that Sierra Leonean secondary schools implement a comprehensive, ongoing professional development programme for teachers focused on gender-responsive pedagogy and inclusive teaching methods.</p>