• Dr. Vishnu Vijayan M A

This study examined the knowledge and preparedness of prospective teachers in promoting gender equality in the classroom through teacher education. A survey research design was employed, and a random sampling technique selected 200 teacher trainees from various University College of Teacher Education of Mahatma Gandhi University, Kerala. Three questionnaires were administered to the trainees: the Knowledge Assessment Questionnaire, Preparedness Assessment Questionnaire and Challenges Identification Questionnaire. Statistical techniques such as Arithmetic Mean, Standard Deviation, and Percentage Analysis were used to analyse the collected data. The findings revealed a consistent level of knowledge among the trainees, with an Arithmetic Mean of 15.2 and a relatively small Standard Deviation of 3.72, indicating closely clustered scores around the central value. The majority (75%) of trainees possessed an average level of knowledge on gender equality, while 30% demonstrated a high level and 10% exhibited a low level of understanding. These results highlight the need for further improvement in enhancing trainees' understanding of gender equality concepts. In terms of preparedness, the trainees demonstrated a consistent level of readiness, with an Arithmetic Mean of 14.3 and a Standard Deviation of 1.13. The majority (70%) exhibited an average level of preparedness, while 30% showed a high level and 30% displayed a low level of preparedness. Also, the study identified various key challenges faced by the prospective teachers in implementing gender equality practices and strategies in their future classrooms. This underscores the importance of targeted interventions to enhance the preparedness of some trainees in effectively implementing gender equality practices and strategies in their future classrooms. By equipping teacher trainees with the necessary knowledge, skills, and support, this study contributes to the goal of creating gender-equal and inclusive classrooms.

Knowledge, Preparedness, Gender Equality, Teacher Trainees, Teacher Education, curriculum, Classroom, gender-responsive teaching strategies

"Promoting Gender Equality: Knowledge and Preparedness of Prospective Teachers ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 5, page no.g641-g653, May-2024, Available :http://www.jetir.org/papers/JETIR2405681.pdf

"Promoting Gender Equality: Knowledge and Preparedness of Prospective Teachers ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 5, page no. ppg641-g653, May-2024, Available at : http://www.jetir.org/papers/JETIR2405681.pdf