Becoming a teacher: Experiences of female trainees in initial teacher education in Nigeria

Sara Humphreys, Máiréad Dunne, Naureen Durrani, Swadchet Sankey, Jiddere Kaibo

Research output: Contribution to journalArticle

2 Citations (Scopus)


This article foregrounds the experiences of female trainees on a scholarship programme for initial teacher education aimed at increasing the number of qualified female teachers from rural northern Nigeria, and boosting female pupil enrolments. Challenging conditions in colleges of education, including curricular shortcomings, overcrowding, limited resources and inadequate learning support were compounded by non-academic factors – especially financial, and gendered constraints. Collectively, they threatened student retention, learning and attainment, and the programme’s gender equity goals. Findings highlight the need to move beyond increasing numbers of female student-teachers, to improving quality in teacher education, paying attention to out-of-college conditions too.
Original languageEnglish
Pages (from-to)1-12
Number of pages12
JournalTeaching and Teacher Education
Publication statusPublished - Jan 25 2020



  • Female teachers
  • Initial teacher education
  • Nigeria
  • GenderQuality
  • Sub-Saharan Africa

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