Promoting Gender Equality in Preservice Teachers Through Creative Drama Activities Integrated With Children's Picture Books: A Mixed-Methods Research

Abstract

The current research investigated the effect of creative drama activities combined with children's picture books on preservice teachers' attitudes towards gender equality. The study employed an explanatory sequential mixed methods research design. While the quantitative stage used a quasiexperimental pretest–posttest control group research design, the qualitative stage involved a focus group interview. The quantitative data were analysed using analysis of covariance (ANCOVA) and the participants' pretest scores were assigned as the covariate variable. The qualitative data were analysed using content analysis. The quantitative data showed that the treatment group had significantly higher estimated marginal mean posttest gender role attitudes (GRAS) scores compared to the control group. The qualitative data indicated that the intervention made the participants more active and helped them identify and resolve problems associated with traditional gender role stereotypes. The intervention allowed the participants to develop positive attitudes towards eliminating inequalities caused by gender role stereotypes.