A study of gender in teacher education: Hong Kong case

Gender equity in Education relies on a successful integration of gender education into teacher education. However, a study of gender in teacher education at the Hong Kong Institute of Education, a major teacher education provider in Hong Kong, shows a very limited provision of gender education in its teacher education programmes in terms of quantity and quality. This paper will report the findings of this study by starting with a literature review on (a) teachers' gender identities and their understanding of gender equity in education, (b) the implications of teachers' understanding of gender on pedagogical practices and (c) some possible pedagogical design that facilitates the promotion of gender awareness and sensitivity for teacher education. The results of the examination of the modules (courses) that contain elements of gender in the major significant programmes at early childhood, primary and secondary levels will be shown. An analysis on the quantity and quality of the identified elements of gender in the programmes and their implications on promoting gender equity in education in the Hong Kong context will be discussed. Recommendations on enhancing gender education in teacher education through policy, curriculum and individual changes will be made too.