Shaping Inclusive Futures: Gender-Responsive Practices in Pre-Primary Teacher Training Colleges in Tanzania and Uganda

Abstract

This paper examines the role of gender-responsive pedagogy in advancing inclusive pre-primary education through a qualitative case study of teacher training colleges in Uganda and Tanzania. Conducted under the Foundation for Learning (F4L) initiative, the study engaged tutors, student teachers, and administrators to explore how gender equity is integrated into teaching practices, institutional policies, and community engagement. Findings demonstrate that gender-responsive approaches were systematically embedded in lesson plans, classroom practices, and teaching resources, moving beyond rhetoric to tangible change. Student teachers demonstrated effective application of inclusive strategies during practicum, reflecting both conceptual understanding and practical competence. Colleges also adopted visual advocacy and gender-sensitive infrastructure, reinforcing awareness and fostering cultural shifts within and beyond the institutions. These practices illustrate the capacity of teacher training colleges to act as incubators of social transformation by challenging stereotypes, addressing gender-based barriers, and promoting equity at multiple levels. The study concludes that sustained investment in capacity building, policy support, and community advocacy is essential to scaling and institutionalizing gender-responsive pedagogy. Ultimately, embedding gender equality into early years education not only enhances learner outcomes but also contributes to long-term societal change.