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Using qualitative methods, a case study design was implemented with maximum variation sampling. The research involved 32 prospective teachers (16 female, 16 male) at Gazi University Faculty of Education. Data were gathered via a semi-structured interview form covering six headings and 13 open-ended questions, and analyzed through content analysis. Findings indicate needs related to accessing reliable information, evaluating information and sources, analyzing media messages, media editing, media literacy, gender equality, and identifying sexism in media.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gender-aware-media-literacy-training-a-needs-analysis-study-for-prospective-teachers/602570/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gender-aware-media-literacy-training-a-needs-analysis-study-for-prospective-teachers/602570.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary objective of the study?","Question",{"text":112,"@type":113},"The study aims to determine the training needs of prospective teachers for gender-aware media literacy training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and who participated?",{"text":117,"@type":113},"A qualitative case study design was used, with maximum variation sampling. The participants were 32 prospective teachers (16 female, 16 male) from Gazi University Faculty of Education.",{"name":119,"@type":110,"acceptedAnswer":120},"What data collection and analysis methods were used?",{"text":121,"@type":113},"Data were collected through a semi-structured interview form with six headings and 13 open-ended questions. 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In this study, within the scope of which qualitative research methods were employed, case study model was used. The study group was designated by using maximum variation sampling method, as one of the purposeful sampling methods. The study group of the research consisted of 32 prospective teachers in total (16 female students, 16 male students), receiving education in Gazi University Faculty of Education. Data was collected through a semi-structured interview form generated by the researchers and the form includes six headings and thirteen open-ended questions. In the process of analyzing data obtained as a result of the interviews performed face-to-face, content analysis method was used. In the light of the findings obtained from the research, it has become evident that prospective teachers are in need of training concerning the issues of accessing exact and reliable information, inquiring the reliability of information and sources, analyzing media messages, media editing, media literacy, gender equality and analyzing sexism in the media.  \nKeywords: Gender equality, media literacy, prospective teachers, training needs analysis.  \nDOI: 10.29329/epasr.2018.137.1  \ni Sevilay Aydemir, (PhD Student) Gazi University, Educational Sciences.  \nCorrespondence: [sevilayaydemir84@gmail.com](sevilayaydemir84@gmail.com)  \nii Özden Demirkan, Assist. Prof. Dr., Gazi University, Education Sciences, Curriculum and Instruction.  \nIntroduction  \nWithin the context of education, the concept of need is described as a difference or deficiency between the current states of learners and acceptable norms (Tyler, 2014) . Study of needs analysis in the determination of training objectives so that the content and activities are able to be projected and also in ensuring these training objectives to be able to address the actual needs has a significant role in terms of programme development study. In this sense, the detection of needs relevant to the society, individual and subject area will provide important data in setting the targets expected to be materialized by education (Demirel, 2015) .  \nIn this study, for the purpose of determining the needs of the society and subject area with regard to gender equality and media literacy, the literature has been reviewed, and in order to determine the individual’s needs, data obtained through the interviews carried out with the prospective teachers participated in the research have been analyzed.  \nNeeds of the Society and Subject Area on the Gender-Aware Media Literacy Training  \nWhile biological sex indicates the traits which cannot be changed apart from exceptional circumstances, social gender is the concept that can alter, be altered and including the process of construction in meaning (Vatandaş, 2007) . Therefore, inequalities between woman and man are not natural and biological, and are constructed socially (Erol, 2014) . Although women, constituting the half of Turkey’s population, are equal by law, the equality for rights cannot be realized in practical terms. The main reason for this is the perception towards woman which is still prevailing within the society. The stereotypes existing in the society, biological traits such as pregnancy and so on, cause woman to meet with some obstacles in their rights for accessing to education and being employed (Tuskan, 2012) .  \nIn today’s world, there has been a great of documents imposing legal and political liability and obligations for the countries, corporations and individuals to protect the human rights and support these rights. In the period following the World War II, important actions in the field of international law were taken for enha","cbCaidjroVXNeMvi","https://ap.wps.com/l/cbCaidjroVXNeMvi","pdf",484826,25,"English","# Abstract\n# Introduction\n# Needs of the Society and Subject Area on the Gender-Aware Media Literacy Training","[{\"question\":\"What is the primary objective of the study?\",\"answer\":\"The study aims to determine the training needs of prospective teachers for gender-aware media literacy training.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"A qualitative case study design was used, with maximum variation sampling. The participants were 32 prospective teachers (16 female, 16 male) from Gazi University Faculty of Education.\"},{\"question\":\"What data collection and analysis methods were used?\",\"answer\":\"Data were collected through a semi-structured interview form with six headings and 13 open-ended questions. Face-to-face interview data were analyzed using content analysis.\"},{\"question\":\"Which training needs were identified in the findings?\",\"answer\":\"Prospective teachers were found to need training on accessing exact and reliable information, checking the reliability of information and sources, analyzing media messages, media editing, media literacy, gender equality, and analyzing sexism in the media.\"}]","Gender-Aware Media Literacy Training - A Needs Analysis Study for Prospective Teachers | PDF",1792094900,63]