“Gender roles” have been described as society’s shared beliefs that apply to individuals on the basis of their socially identified sex (Eagly, 2009; Eisenchlas, 2013). Society is a social structure that shapes the behaviors of women and men, and which is determinative about the roles expected of individuals. In this structure, there are stereotypes about the social roles of men and women which are promoted through families, schools, mass media and other agencies of socialization (Connell, 1987) and the society puts pressure on women and men to act in accordance with these stereotypes. This repression is influenced by political discourses that accept or even promote such stereotypes (Alvanou, 2017). According to these political discourses, “men have been seen as rightfully operating in the public domain while women have been relegated to the private” and the second place in the social structure “because they are seen as weak, peaceful, cooperative, reliant on others for protection” (Romaniuk and Wasylciw, 2010) Women should stay at home and do housework rather than have a job. They should obey their husbands, their priorities must be to give birth to children and raise them. Compare to Europe, in the Middle East gender role of women is completely different. As mentioned by Kandiyoti (1988) “Femininity entails negative cultural traits for women in the Middle East. “It involves a set of rules, duties and obligation that limit women's chances and access to important societal resources, therefore rendering them powerless and weak in the face of cultural struggles.” (Awwad, 2001). Although the reformist steps taken in the early years of the republic in the field of women rights with the effect of right and conservative political discourses, the position of women become weaker compared to past.

Various social structures and institutions impose established gender roles on individuals, one and foremost of which is education. However today, schools do little to prevent the reproduction of the ongoing social class and gender divide. Educational systems still continue to play a key role in the reproduction of dominant sexist stereotypes and values, both through information processes in the school and in the cultural atmosphere offered by the school (Sayilan, 2012). That is because education is never neutral and knowledge is always value-laden, the hegemonic order sometimes sustains, sometimes questions (Freire, 1999; Apple, 2000.) When the relations between education and gender are examined, it is seen that the role of teachers is crucial. The teacher is expected to be an egalitarian and libertarian role model and to act out of traditional gender patterns and transform society. The fact that teachers do not recognize gender discrimination results in the transfer of traditional biases and prejudices to the students as well as the continuation of the patriarchal structure. Therefore, it is important that teachers are sensitive to gender roles. In this respect, it is thought that teachers' views on traditional discourse regarding gender roles are important in respect to shaping individuals, questioning traditional roles and revealing new attitudes and behaviors. The aim of this research is to reveal the views of pre-service teachers about the gender roles embraced by the right wing political discourse.

In the research, sequential explanatory design was used as a mixed method strategy. Sequential explanatory design takes place in two stages. In the first stage, quantitative data is collected and interpreted. In the second stage where qualitative phase is realized, results are obtained from the quantitative data (Creswell, 2016). In this study, pre-service teachers' opinions about gender roles embraced by right discourses will be analyzed by quantitative methods. In the light of these results, the interview form consisting of open-ended questions will be used. Research data will be collected from a total of 200 teachers who will be studying at various universities in Turkey. The date of establishment universities and their social and cultural structures are taken into consideration. One of the preferred universities was founded in 1946, the second in 1992 and the third in 2007. The sample of the research will be consisted of the education faculty students of the mentioned universities and the students enrolled in the teacher training program at those universities. Qualitative data will be collected from the same sample group. For the quantitative data of the research, a gender role scale by developed Altınova and Duyan (2013) examplifiying right wing political discourse will be used.T he scale is a one-dimensional scale consisting of 25 items. 10 items of the scale are positive and 15 are negative. The scale is formed five point likert. Degree of agreement on items is indicated as 1- Totally Disagree and 5- totally agree. The qualitative data of the study will be collected in a semi-structured interview form which will cover the five most rated conservative expressions by the teacher candidates. In the analysis of quantitative data, descriptive statistics (arithmetic mean, standard deviation, percentage, frequency) will be used and the agreement level of participants on statements will be revealed. Content analysis will be used in the analysis of qualitative data.

Education system and teachers have a great role in the formation of gender roles. Even though teachers do not verbally express their views on gender, they are revealed by their attitudes and behaviors. In a 2003 UNICEF report, it is pointed out that the environment in which teachers were raised and the education that they received in Turkey is an obstacle for them to challenge gender roles in the society. Research shows that teacher training institutions reinforce existing traditional roles and do not raise awareness of gender roles (Lumadi ve Shongwe, 2009). Accordingly, the results of the study are expected to contribute to teacher training programs. In the research, firstly, the opinions of the teacher candidates will be revealed with the quantitative data and the conservative expressions with which the teacher candidates most frequently agree will be examined with the qualitative data collection method. At this point, the reasons and sources of conservative views will be revealed. The findings will be reviewed by considering Turkey's social and political structure and proposals will be developed.

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