예비교사용 성인지 감수성 교육 프로그램 효과성 분석

Abstract

Objectives This study was to examine the effects of gender sensitivity education programs for preservice teachers on gender sensitivity and gender role stereotypes. Methods The responses of 60 preservice teachers who faithfully answered the pre- and post-questionnaires among 75 preservice teachers at A University located in the metropolitan area were analyzed. Of these, 32 preservice teachers participated in the gender sensitivity education program as an experimental group, and the remaining 28 preservice teacehrs were participated into a control group. The education program was conducted over 4 sessions, and pre- and post-surveys were conducted immediately before and immediately after the implementation of the gender sensitivity education program. The data were analyzed through descriptive statistics, analysis of covariate variance (ANCOVA), and multivariate analysis of covariance (MANCOVA). Results As a result of the study, firstly, the gender sensitivity education program improved the gender sensitivity of preservice teachers. Secondly, the gender sensitivity education program improved preservice teachers' openness to self-reflection, non-violence, and gender roles among the sub-elements of gender sensitivity. On the other hand, there was no significant difference in openness to gender identity. Lastly, it was found that the gender sensitivity education program significantly lowered the gender role stereotypes of preservice teachers compared to the control group. Conclusions The strategies to improve the gender sensitivity and to make lower the gender role stereotypes of preservice teachers were specified, and points to consider when planning and operating the program for preservice students were suggested.