Exploring early childhood teacher's perceptions and pedagogical practices of gender identity

It was imperative to gain insight into how teachers’ perceptions and pedagogical practices influenced gender identities to understand how to challenge teachers’ perceptions of gender. As part of the research design, the interpretive paradigm, the qualitative research approach, and the case study methods were utilised.

The qualitative research approach was most appropriate for the present study because it allowed the use of different methods and a wide range of designs. The data was collected and analysed through semi-structured interviews, non-participant observations and workshops. The four phases of data collection were as follows:</p> <p>Phase 1: Observation</p> <p>Phase 2: Interviews with teachers</p> <p>Phase 3: Workshops with teachers and focus group discussions (PAR)</p> <p>Phase 4: Workshops with teachers and focus group discussions</p> <p>The data was collected and analysed within the interpretive paradigm and the methods were used to ensure trustworthiness, ethical considerations and the limitations of the research were explored.