Gender in Preschool Education According to Pre-Service Teacher

Abstract

In this study, the issue of gender in pre-school education was focused on the views of pre-service teachers. The study was designed as a phenomenological research which is one of the qualitative research approaches. The study group of the research consists of 39 pre-service teachers studying in the Preschool Teaching Programme at a university in Turkey. In the study, a semi-structured interview form developed by the researcher was used as a data collection tool, and the data obtained were analysed by content analysis. According to the findings, all of the pre-service teachers highlighted that they found gender elements in the behaviours of children and teachers. In their definitions of gender, the participants used the expressions of imposing roles, expectations, behaviors, values, norms on people, and putting people in unnatural molds to behave in accordance with their sex. Pre-service teachers stated that they observed gender elements in preschool children's preferences, peer relations and role behaviours. It was concluded that teachers use gender stereotypes while managing children's behaviours, giving instructions, reinforcing children and communicating with them, directing children to activities according to their gender, and distributing tasks/roles. Pre-service teachers made suggestions for social change/transformation, teachers, regulations in the education system and families to eliminate gender stereotypes.