Gender Equity in Science Teacher Education for Sustainable Development: An Emerging Perspective

Authors

  • Anthonia U. Ejifugha Department of Physical and Health Education, Alvan Ikoku Federal College of Education, Owerri,Nigeria
  • Emmanuel Ogueri Department of Physical and Health Education, Alvan Ikoku Federal College of Education, Owerri,Nigeria

Abstract

The problem with gender equity has been a male-dominated science and technology education in the nation’s
educational development. The reverse is the case in emerging trend of enrolment statistics in science teacher education in the
college used as the case study: Alvan Ikoku Federal College of Education, Owerri. Data revealed that the emerging enrolment
statistics in science teacher education is female dominance, leaving the males trailing behind. This may be attributed to the
inertia of males towards the teaching profession particularly at the primary and secondary school level. This emerging
development presents a future whereby science laboratories are manned mainly by female sciences teachers. The teaching
profession produces middle level manpower that may not adequately provide a male flair to science teaching. This tendency
may reproduce itself in the future, hence denying the teacher educational environment the world acclaimed emphasis on
sustainable development.

Downloads

Download data is not yet available.

Downloads

Published

2011-09-01

How to Cite

Gender Equity in Science Teacher Education for Sustainable Development: An Emerging Perspective. (2011). Journal of Educational and Social Research, 1(2), 109. https://www.richtmann.org/journal/index.php/jesr/article/view/11722