Creative Drama Practices to Improve Gender Equality

Metehan Çelik; Filiz Yurtal; Münire Zeren Akgül

Article Details

Creative Drama Practices to Improve Gender Equality

Authors:

Metehan Çelik | Filiz Yurtal | Münire Zeren Akgül

Publisher:

Mersin University

Main Topics:

Psikolojik Danışmanlık Eğitimi | Sınıf Eğitimi

Journal:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 2, pp.697-708

Document Type:

Article

Publication Date:

8/2025

Document Language:

Turkish

Document ID (Org No.):

2001356636

pISSN:

1306-7850

Keywords:

Abstract:

 The aim of this study is to examine the effectiveness of education supported by creative drama practices on improving pre-service teachers perceptions of gender equality. This study employed a mixed-methods research design, incorporating both qualitative and quantitative data. The study group consisted of 44 senior-year pre-service teachers enrolled in the primary school teaching program at a university. Quantitative data were collected using the Socialization of Gender Roles Scale SGNS. Qualitative data were gathered through a written form containing open-ended questions. Non-parametric statistical analyses were used for the analyze the quantitative data. The findings indicate significant differences in favor of the experimental group between the post-test scores for egalitarian and traditional gender roles Following the drama-based training, an increase in egalitarian gender role scores and a significant decrease in traditional gender role scores were observed in the experimental group. According to the qualitative findings, pre-service teachers emphasized the importance of viewing individuals as people rather than identifying them solely by gender, sharing responsibilities related to gender roles equally, and preventing gender-based discrimination. Additionally, they highlighted the importance of addressing the concept of equality from a perspective that reflects human rights and freedoms.

 The aim of this study is to examine the effectiveness of education supported by creative drama practices on improving pre-service teachers perceptions of gender equality. This study employed a mixed-methods research design, incorporating both qualitative and quantitative data. The study group consisted of 44 senior-year pre-service teachers enrolled in the primary school teaching program at a university. Quantitative data were collected using the Socialization of Gender Roles Scale SGNS. Qualitative data were gathered through a written form containing open-ended questions. Non-parametric statistical analyses were used for the analyze the quantitative data. The findings indicate significant differences in favor of the experimental group between the post-test scores for egalitarian and traditional gender roles Following the drama-based training, an increase in egalitarian gender role scores and a significant decrease in traditional gender role scores were observed in the experimental group. According to the qualitative findings, pre-service teachers emphasized the importance of viewing individuals as people rather than identifying them solely by gender, sharing responsibilities related to gender roles equally, and preventing gender-based discrimination. Additionally, they highlighted the importance of addressing the concept of equality from a perspective that reflects human rights and freedoms.

 The aim of this study is to examine the effectiveness of education supported by creative drama practices on improving pre-service teachers perceptions of gender equality. This study employed a mixed-methods research design, incorporating both qualitative and quantitative data. The study group consisted of 44 senior-year pre-service teachers enrolled in the primary school teaching program at a university. Quantitative data were collected using the Socialization of Gender Roles Scale SGNS. Qualitative data were gathered through a written form containing open-ended questions. Non-parametric statistical analyses were used for the analyze the quantitative data. The findings indicate significant differences in favor of the experimental group between the post-test scores for egalitarian and traditional gender roles Following the drama-based training, an increase in egalitarian gender role scores and a significant decrease in traditional gender role scores were observed in the experimental group. According to the qualitative findings, pre-service teachers emphasized the importance of viewing individuals as people rather than identifying them solely by gender, sharing responsibilities related to gender roles equally, and preventing gender-based discrimination. Additionally, they highlighted the importance of addressing the concept of equality from a perspective that reflects human rights and freedoms.

 Bu araştırmanın amacı, yaratıcı drama uygulamalarıyla desteklenen eğitimin, öğretmen adaylarının toplumsal cinsiyet eşitliği algısını geliştirmedeki etkisini incelemektir. Karma yöntem desenine sahip bu çalışmada, nitel ve nicel veriler birlikte kullanılmıştır. Araştırmanın çalışma grubunu, bir üniversitenin sınıf öğretmenliği programında son sınıfta öğrenim gören 44 öğretmen adayı oluşturmaktadır. Nicel veriler, Toplumsal Cinsiyet Oluşumu Ölçeği TCOÖ ile toplanmıştır. Nitel veriler ise açık uçlu sorulardan oluşan yazılı görüş alma formu ile toplanmıştır. Nicel verilerinin analizinde parametrik olmayan istatistik analizler kullanılmıştır. Araştırma bulgularında, deney grubundaki öğretmen adaylarının toplumsal cinsiyet rolleriyle ilgili eşitlikçi ve geleneksel cinsiyet rolü ön test ve son test puanları arasında istatistiksel olarak anlamlı fark olduğu görülmektedir. Drama destekli eğitim sonrasında deney grubunun eşitlikçi cinsiyet rolü puanlarında artış, geleneksel cinsiyet rolü puanlarında ise anlamlı düzeyde azalma gözlemlenmiştir. Nitel bulgulara göre öğretmen adayları, bireylere kadın ya da erkek kimliklerinden ziyade birey olarak yaklaşılması gerektiğini, toplumsal cinsiyet rolleriyle ilgili sorumlulukların ortak paylaşılması gerektiğini ve cinsiyet temelli ayrımcılığın önlenmesi gerektiğini ifade etmişlerdir. Ayrıca eşitlik kavramının insan hakları ve özgürlüklerini yansıtan bir bakış açısıyla ele alınmasının önemine vurgu yapmışlardır.

Article Details

Creative Drama Practices to Improve Gender Equality

Authors:

Metehan Çelik | Filiz Yurtal | Münire Zeren Akgül

Publisher:

Mersin University

Main Topics:

Psikolojik Danışmanlık Eğitimi | Sınıf Eğitimi

Journal:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 2, pp.697-708

Document Type:

Article

Publication Date:

8/2025

Document Language:

Turkish

Document ID (Org No.):

2001356636

pISSN:

1306-7850

Gender equality

Creative drama

pre-service teachersToplumsal cinsiyet eşitliği

Yaratıcı drama

Öğretmen adayları

Issues

Article Details

Creative Drama Practices to Improve Gender Equality

Authors: Metehan Çelik | Filiz Yurtal | Münire Zeren Akgül

Publisher: Mersin University

Main Topics: Psikolojik Danışmanlık Eğitimi | Sınıf Eğitimi

Journal: Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 2, pp.697-708

Document Type: Article

Publication Date: 8/2025

Document Language: Turkish

Document ID (Org No.): 2001356636

pISSN: 1306-7850

Gender equality

Creative drama

pre-service teachersToplumsal cinsiyet eşitliği

Yaratıcı drama

Öğretmen adayları

Issues

Authors:

Metehan Çelik | Filiz Yurtal | Münire Zeren Akgül

Publisher:

Mersin University

Main Topics:

Psikolojik Danışmanlık Eğitimi | Sınıf Eğitimi

Journal:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 2, pp.697-708

Document Type:

Article

Publication Date:

8/2025

Document Language:

Turkish

Document ID (Org No.):

2001356636

pISSN:

1306-7850