Examining Pre-Service Social Studies Teachers’ Perceptions of Gender Roles in Relation to Their Understanding of Family
DOI:
https://doi.org/10.47750/pegegog.13.04.14Keywords:
social studies, Family, Gender, Teacher education, PhenomenologyAbstract
The study examines pre-service social studies teachers' perceptions of family and gender roles and how courses which are offered in a social studies teacher education program and focus on family and gender issues shape their perceptions towards these issues. Phenomenology design, one of the qualitative research methods, was used in the study. This research was carried out in a state university located in a province of Turkey in the Spring Semester of 2020-2021. The data of the research were obtained from observations, semi-structured interviews, assignments made by the participants, researcher’s diary, and a questionnaire. In the study, it was found that pre-service teachers perceived the family as an area where they found support and strength but also where they felt under pressure. In addition, it was found that pre-service teachers believed that men and women exist in line with traditional gender roles established based on the patriarchal system. The findings revealed that the participants believed that the patriarchal system also oppresses men, and that it encourages people to discriminate against some individuals. Furthermore, it has been understood that providing education that focuses on these issues helps the pre-service teachers in the study to gain awareness and perspective consciousness and increases their motivation to improve themselves professionally especially their teaching skills.
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