Reflective Transcripts on Gender Bias and Gender-Responsive Pedagogy Among Preservice Teachers in Nigerian Colleges of Education
Description
This dataset contains qualitative reflective responses produced by preservice teachers who participated in a gender-responsive pedagogy module/intervention conducted in three Colleges of Education in Nigeria. The reflections were generated from a structured classroom assignment titled “What I Noticed and Learned This Week.” Participants were instructed to observe and document experiences related to gender bias, gender norms, privilege, discrimination, stereotypes, empowerment, and inclusion/exclusion within their learning and social environments over a one-week period. At the end of the observation period, participants submitted written reflections discussing: What they learned from their observations How the experiences shaped their understanding of gender and inclusion How the experiences may influence their future teaching practices The dataset consists of anonymized Microsoft Word transcripts of these reflections.
Files
Steps to reproduce
The dataset was generated through a Gender-Responsive Pedagogy (GRP) intervention implemented among preservice teachers in three Colleges of Education in Nigeria. The intervention began with the design of a structured GRP module focused on gender equality, inclusive classroom practices, stereotypes, discrimination, privilege, empowerment, and gender-sensitive teaching strategies. The module incorporated participatory learning methods such as discussions, reflective exercises, case studies, and observation-based assignments. A key activity within the module was a reflective assignment titled “What I Noticed and Learned This Week,” which required participants to observe and document experiences related to gender bias, gender norms, inclusion, exclusion, discrimination, and empowerment within their educational and social environments over one week. The GRP module was reviewed and validated through consultations with stakeholders including teacher educators, gender experts, curriculum specialists, and college administrators to ensure contextual relevance and appropriateness for Colleges of Education in Nigeria. Ethical approval was subsequently obtained from relevant institutional review bodies and participating institutions. Institutional leadership in the selected colleges was engaged to secure approval, integrate the intervention into the academic timetable, and allocate teaching periods for implementation. Qualified facilitators with expertise in gender-responsive education and teacher training were recruited and trained to ensure consistent delivery of the module across institutions. Preservice teachers enrolled in the participating Colleges of Education were recruited voluntarily and informed consent was obtained prior to participation. During the intervention, facilitators delivered the GRP content using interactive and reflective teaching approaches that encouraged critical examination of gender relations and inclusion within classroom and community settings. Participants were then assigned the observation and reflection exercise and asked to submit written narratives describing what they observed and learned. The submitted responses were collected, anonymized, and assigned participant identification codes to protect confidentiality. Handwritten responses were transcribed verbatim into electronic Microsoft Word documents while preserving the original meaning and reflective content. Quality assurance procedures included checking transcripts against original submissions and removing all identifying information. The final dataset consists of anonymized qualitative transcripts in .docx format organized by institution and participant code. The transcripts were prepared for qualitative analysis using thematic and content analysis approaches. Researchers familiarized themselves with the data through repeated reading, generatedcodes, and grouped related codes into broader themes such as gender stereotypes, unequal participation, & discrimination