ABSTRACT
This chapter argues that Education Theory and Practice should strive toward developing the students' power to think critically, irrespective of gender. The traditions in education reflect the broader society and build the stereotypes of gender differences so that students expect different roles for boys and girls. Both the Broad Curriculum and the subject syllabus for Education Theory and Practice (ETP), the official steering documents for author work as a teacher educator, stress that teaching and learning in college should reflect the philosophy of learner-centered education. The subject-area syllabus for ETP states that teacher education is based on learner-centered principles and those students should be empowered to think independently and be involved as partners in the process of teacher education. The students were also asked about the factors that make it difficult for them to participate in classroom activities. Students seem to be involved more in activities that require teamwork, group work, pair work, and the passing of comments to friends.
