Curriculum development and evaluation of a “Woman studies module” for a pre-service teacher education programme

Curriculum development and evaluation of a “Woman studies module” for a pre-service teacher education programme

Educational curricula: Development and evaluation

• Luk-Fong, Yuk Yee Pattie The Hong Kong Institue of Education

• Casey, Jennifer N.
• Upton, Rachel E.

New York

Nova Science Publishers

2008

• A Human Growth & Development
  • AJ Sexual Difference, Bisexual Educational Difference, Sexism in Education
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Teacher Education and Professional Development Teacher Education

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Teachers may be one major agent in shaping students’ gender identities construction through schooling. This paper reports the rationale, development and evaluation of a “women studies modules” at the Hong Kong Institute of Education which uses teachers’ subjectivities and lived gender experiences in its conceptualization. Post-structural theory of fluid gender identity is used as conceptual framework. Evaluation of the module draws particularly on two cohorts (the 2004 and 2004 year groups). Data were obtained from student teachers’ personal reflections in their end-of-term paper as well as end-of-module open ended evaluation questions. Student teachers reported awareness of gender lived gender practices. Implications of this module to teaching education and gender equity education are discussed.
[Copyright © 2008 Nova Science Publishers.]

• English

Book Chapters

• 9781604562330; 1604562331

https://bibliography.lib.eduhk.hk/bibs/3b469ee3

2015-05-18