Modelling gender equity in the classroom: from teacher educators to pre-service teachers and what gets lost in translation

Gender-responsive pedagogies (GRP) are increasingly recognised as an essential factor in promoting gender equity in the classroom across all levels of education. This paper explores successes and challenges of using GRP to support more equitable gender relationships in Palestine, where equality of access to education between boys and girls has already been achieved but gendered dynamics in teaching and learning prevail. Our reflections are grounded in the lessons learned from a four-year project which explored how GRP and play-based learning (PBL) can be incorporated into teacher education programmes to enhance the educational experience of children in Palestine. We explore how teacher educators who participated in training on GRP and PBL shared their knowledge, practical skills and enthusiasm with the pre-service teachers who took their classes. We question why gender gets lost in translation and how playful approaches can better support the use of GRP in future teacher education initiatives.