Peer Review Report For: Strengthening Teacher Education Policy for Gender Equality and Inclusive Pedagogy in Nigeria: Evidence from Pre-service Teachers’ Perspectives [version 1; peer review: 2 approved with reservations]

Le résumé fourni par la source

Background Gender inequality in education in Nigeria persists beyond access, manifesting in classroom participation, leadership opportunities, and everyday pedagogical interactions. Pre-service teachers occupy a strategic position in either reproducing or transforming these inequalities, yet their baseline perceptions have received insufficient examination. Policy and implications Drawing on qualitative evidence from 150 pre-service teachers across colleges of education (CoEs) in Taraba State, Enugu State, and the Federal Capital Territory, this policy brief demonstrates that gender bias is widely perceived to favour boys, particularly in classroom participation and leadership roles. Inequalities are further compounded by socioeconomic status, with privilege frequently linked to wealth, social background, and influence. Although girl-focused empowerment initiatives are visible, they remain limited in scope and do not adequately address intersecting forms of disadvantage, including disability and poverty. These findings indicate that existing teacher education policies insufficiently integrate gender-responsive and inclusive pedagogical frameworks, thereby limiting their capacity to address structural inequities. Recommendations The brief proposes the institutionalisation of gender-transformative and intersectional training within teacher education curricula to strengthen practicum-based learning and align teacher competency standards with inclusive education principles. Conclusions Teacher education systems in Nigeria risk perpetuating existing inequalities without comprehensive reform. Policy action is required to reposition teacher education as a central mechanism for advancing equity and inclusion in Nigeria’s education system.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.