Teacher opinions in the context of gender and hidden curriculum

Students are receptive to different types of learning other than written programmes. This could be positive and negative and it can be conveyed to the student in an uncontrolled process through all components that constitutes a school. The transfer of stereotypes that reproduce gender inequality can also be assessed in this framework. It is crucial to maintain the efforts of our country to raise awareness and consciousness about gender equality through not only formal curriculum but also other components. At this point, the hidden curriculum concept comes into focus. Hidden curriculum points to a learning process which is not planned. The purpose of this research is to investigate the relationship between gender and hidden curriculum in the context of teacher opinions. The research also aims to draw attention to the concept of 'hidden curriculum' and to investigate approaches to reproduce or reinforce gender inequality and to create awareness to this context. The research method is qualitative research method and in the phenomenological pattern. The target population of the study is identified as class teachers working in primary schools in Konak and Karabaglar districts of Izmir. The sampling of the research consisted of 8 female and 8 male class teachers. Semi-structured in-depth interview method was used as data collection methods for qualitative method. The data was analysed by content analysis and examined in the context of the main questions of the research. Ethical Committee and institutional research permits were obtained for the research. It is worth indicating that what is taught through hidden curriculum can be much more effective than the formal curriculum. In this study; teachers level of knowledge about hidden curriculum consept and function is evaluated and awareness of gender equality and hidden curriculum consept relationship should be improved. It has ben concluded that teachers can carry stereotypes that may lead to the consolidation of gender inequalities and that they cannot use the hidden curriculum sufficiently effective in establishing gender equality consciousness. It is important that the teachers' knowledge about the hidden curriculum and the opinions about gender equality are evaluated in this context. Keywords: Hidden Curriculum, Gender, Qualitative Research, Teacher Opinions.