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.
|Title of host publication||Educational curricula: Development and evaluation|
|Editors||Jennifer N. CASEY, Rachel E. UPTON|
|Place of Publication||New York|
|Publisher||Nova Science Publishers|
|Publication status||Published - 2008|
CitationLuk, P. (2008). Curriculum development and evaluation of a “Woman studies module” for a pre-service teacher education programme. In J. N. Casey & R. E. Upton (Eds.), Educational curricula: Development and evaluation (pp. 219-233). New York: Nova Science Publishers.
- Teacher Education
- Teacher Education and Professional Development