Becoming a teacher: Experiences of female trainees in initial teacher education in Nigeria |
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| Institution: | 1. Centre for International Education, School of Education, University of Sussex, Brighton BN1 9RG, UK;2. Wumba, Apo, Abuja, Nigeria;3. Federal College of Education, Yola, PMB 2042, Yola, Adamawa State, Nigeria;1. School of Mathematics and Natural Sciences, Gaußstrasse 20, 42119 Wuppertal, Germany;2. School of Education, University of Wuppertal, Gaußstrasse 20, 42119 Wuppertal, Germany;1. Universidad de Castilla-la Mancha, Facultad de Educación de Cuenca Edificio Fray Luis de León, Campus Universitario s/n, C.P. 16071, Cuenca, Spain;2. Universidad Autonoma de Madrid, Departamento de Filología Inglesa, Facultad de Filosofía y Letras, Universidad Autónoma de Madrid, Campus de Cantoblanco, 28049 Madrid, Spain;1. Karlstad University, Department of Mathematics and Computer Science, Universitetsgatan 1, 651 88 Karlstad, Sweden;2. University of Cambridge, United Kingdom |
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| Abstract: | This article foregrounds the experiences of female trainees on a scholarship programme for initial teacher education aimed at increasing the number of qualified female teachers from rural northern Nigeria, and boosting female pupil enrolments. Challenging conditions in colleges of education, including curricular shortcomings, overcrowding, limited resources and inadequate learning support were compounded by non-academic factors – especially financial, and gendered constraints. Collectively, they threatened student retention, learning and attainment, and the programme’s gender equity goals. Findings highlight the need to move beyond increasing numbers of female student-teachers, to improving quality in teacher education, paying attention to out-of-college conditions too. |
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| Keywords: | Female teachers Initial teacher education Nigeria Sub-Saharan Africa Gender Quality |
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