Feministisk pedagogik i lärautbildning: Samarbetandegemenskaper, kritisk reflektion, empowerment, och kontextuella ochadaptive tillvägagångssätt

This paper aims to examine the role and impact of feminist pedagogy in teachereducation programs by answering the following research questions: What are the key themes of feminist pedagogy in relation to teacher education? What are best practices and challenges inincorporating feminist pedagogy in teacher education? What are educators' experiences with feminist pedagogy, and do they foster inclusivity and equality? Feminist theory was used as a theoretical framework to complete a qualitative conceptual literature review. Through utilizing a constructivist grounded theory and constant comparative approach a thematic analysis was conducted of 25 studies and 3 books highlighting the impact of feminist pedagogy in different higher education settings with a focus on teacher education. This resulted in the four central themes of collaborative community, critical reflection, empowerment, and contextual and adaptive approaches as repeating and meaningful to teacher education programs. Next, best practices and challenges were discussed in implementing feminist pedagogical strategies in teacher education classrooms. Some best practices included building collaborative communities through shared decision-making and co-teaching, involving studentsin creating classroom norms and course syllabi, and offering assessment choices. Some challenges included its time-consuming nature, the discomfort that comes from demonstrating vulnerability, and institutional challenges such as a lack of policy support. Finally, practices that foster inclusivity and equality were examined more closely which included honoring students’ lived experiences and fostering collaborative and reflective learning communities through coconstructing knowledge, adapting to diverse student needs, empowering student voice and agency, and challenging traditional educational hierarchies. Limitations found in this study included time constraints, inexperience with NVivo software, and in finding studies which looked at intersectionality and diversity in teachers’ experiences, with gaps in research on gender, race, and the impacts of digital contexts on theuses of feminist pedagogy. Some suggestions for future research include the use of interviews, longitudinal and comparative studies, analyzing institutional resistance, and examining moreclosely intersectionality, digital learning environments, and the ways subject area and one’sidentity influence the use of feminist pedagogical practices. Feminist pedagogy is of increasing importance to create inclusive learning communities in a world that is becoming polarized and solitary due to effects of politics and the impacts of AI on teaching. We should strive to create supportive learning environments for our students, andthose in teaching education programs, that foster collaboration and mutual respect which can be achieved with feminist pedagogy.