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    Promoting Gender Equality in Preservice Teachers Through Creative Drama Activities Integrated With Children's Picture Books: A Mixed-Methods Research
    (Wiley, 2025) Seren, Nurbanu; Cetinkaya, Fatih cetin; Yildirim, Kasim
    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.
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    Read-aloud practices with children's picture books in Turkish first-grade classrooms
    (Routledge Journals, Taylor & Francis Ltd, 2025) Oksuz, Halil Ibrahim; Yildirim, Kasim; Cetinkaya, Fatih cetin; Kosum, Ayse Nur; Alkar, Nesrullah
    The current study aimed to explore the read-aloud experiences of Turkish first-grade elementary school teachers. This study employed a cross-sectional survey design, with a total of 61 first-grade elementary school classroom teachers constituting the research sample. A teacher questionnaire was used to collect the data. The research findings revealed that first-grade teachers included read-aloud practices in their teaching processes. They carried out various activities to enhance interaction during read-aloud sessions and utilized texts from both textbooks and picture books for this purpose. Moreover, the teachers employed read-aloud practices more frequently in Turkish language arts lessons and provided advice to families on incorporating read-aloud activities at home. Additionally, some teachers expressed a need for more guidance on how to effectively implement read-aloud practices. By providing effective scaffolding to first-grade teachers, it can be ensured that they utilize read-aloud practices more effectively in classroom teaching processes, thereby supporting children's language skills.