The aim of the present study was to identify the effectiveness of Gender Equality Curriculum (GEC) through the Goal-Oriented Evaluation Model and pre-service teachers views. A mixed-method research strategy was adopted. In the quantitative part of the research, static group pretest-posttest pattern of the weak experimental design, in the qualitative part on the other hand case study was used. An Achievement Test and a Program Evaluation Form (PEF) were prepared to evaluate the effectiveness of GEC. The Achievement Test was administered to an experimental and control groups as a pre- and post-test. The experimental and control groups consisted of 32 pre-service teachers studying in the Education Faculty of a state university in Turkey. The PEF was filled in by the 16 pre-service teachers in the experimental group. The results showed that GEC was influential in allowing pre-service teachers realize the elements causing gender discrimination (i.e. gender stereotypes, gender roles, sexist language), remove those elements from their behaviours and attitudes, and feel the need to combat those elements.
Key words: Gender, program evaluation, pre-service teacher, Goal-Oriented Evaluation Model, higher education.
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