The Development of Feminist Teaching Model to Enhance Gender Literacy for Pre-service Teachers
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Abstract
This research aimed to (1) study the conditions and needs for enhancing gender literacy among pre-service teachers, (2) develop a feminist teaching model, and (3) examine the implementation results of the teaching model. The study employed participatory action research methodology. The target groups comprised 12 Bachelor of Education students recruited through voluntary sampling for model development, and one purposively selected classroom section of Bachelor of Education students for implementation. Data collection employed a mixed-method approach with emphasis on qualitative methods. Research instruments included group interview protocols, observation forms, workshop plans, focus group interview guides for students and experts, learning reflection forms, gender literacy assessments, and post-implementation group discussion protocols. Data analysis was conducted through content analysis and descriptive statistics. The findings revealed that: 1) Students perceived and understood gender through social media, social movements, and political party policies; however, they failed to recognize structural issues. They needed support in gender knowledge, gender practices, and gender awareness. 2) The feminist teaching model consisted of (1) principles, (2) objectives, (3) activity structure or ACTOR Model, (4) measurement and evaluation, and (5) learning ecosystem. 3) The experimental results revealed that gender literacy in knowledge and practice increased progressively. However, there is a need to enhance critical perspectives. Additionally, post-experimental awareness was at a high level (M=4.08, S.D.=0.51).
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