VIEWS OF HISTORY TEACHER CANDITATES ABOUT GENDER REPRESENTATION IN HIGH SCHOOL HISTORY LESSONS: EXAMPLE OF FATIH FACULTY OF EDUCATION
Gender representation in education has been on the agenda of democratic countries since the Second World War. Academics and non-governmental organizations were discussing role of gender representation in textbooks and teaching atmosphere especially in USA and England during the 1960s and 1970s. There is also research in this period about gender representation in history lessons indicated that women was not adequately represented in history lessons in USA and England which trigged new research and projects about topic to overcome this problem. While these developments were taking place in the World, Turkish researchers have also paid attention gender representation in Turkish history textbooks in the recent years. There is limited research about this topic in Turkey which shows that Turkish history textbooks are male dominant teaching materials. Related literature regarding gender representation in history education is examined, it seems that there is not research about views of history teacher candidates about gender representation in high schools history lesson. The aim of this research is to determine views of history teacher candidates about gender representation in history lesson in teaching practice schools. Study based on qualitative research approach was carried out history teacher candidates of Karadeniz Technical University of Fatih Faculty of Education. An open ended data collection tool was used in the research to gather views of history teacher candidates and a total of 98 candidates (68 female-30 male) responded the questionnaire. It can be said that history teachers do not paid attention gender representation in their lessons based on the collected data.

Keywords
History Education, Gender, History Teacher Candidates, Teaching Practice