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ABSTRACT: The use of instructional strategies that promote gender inclusion and sensitivity in initial teacher training is very important in the development of teachers. In this paper, the use of gender-responsive pedagogy in Ghana’s initial teacher training programme is highlighted. Using data from baseline, midterm and end-line surveys, the paper addresses how tutors and mentors use gender responsive pedagogy and the changes that have occurred. The study adopted a mixed-method approach using lesson observations, interviews and a questionnaire to capture data from 310 participants (280 college tutors, 10 student teachers and 20 mentors) sampled from the 46 Colleges of Education in Ghana. The findings presented in this paper reveal that there has been significant improvement in the use of gender responsive pedagogy by the core subjects (English, Mathematics and Science) from the tutors sampled. Increases have been observed in both male and female tutors’ demonstration of gender r

Greater accraNational teacher education curriculum frameworkEssential elementsInitial teachersMoe 2017b national teacher education curriculum framework the essential elements of initial teachers accraஅதிகமானது அக்ராதேசிய ஆசிரியர் கல்வி பாடத்திட்டம் கட்டமைப்புஅவசியம் கூறுகள்