Аннотация
Abstract This qualitative interview-based study aims to fill the niche in global scholarly research on the major hindrances of women’s participation in Science, Technology, Engineering, and Mathematics (STEM) by exploring STEM teacher educators’ gender awareness and understanding of gender-responsive pedagogies in Kazakhstan. Twenty-two teacher educators from five teacher training universities participated in the study. The study is framed by the 4Rs framework (based on Fraser’s social justice theory), which uses the concepts of recognition, redistribution, representation, and reconciliation with respect to socio-economic and cultural processes that marginalize women from educational and employment opportunities. The study’s results offer some important insights into tensions in STEM teacher education that might have an influence on the educational and career pathways of women in STEM in the Central Asian context.