Working towards LGBTIQ-inclusive education: perceptions of pre-service teachers' comfort and emotional experience
This study explored Master of Teaching pre-service teachers' (PSTs') feelings of comfort and more broadly, their emotional experience as they prepare to work in classrooms with LGBTIQ students. Within the context of a broader mixed methods research project, PSTs were surveyed, and data wer...
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| Veröffentlicht in: | Asia-Pacific journal of teacher education 2022-05, Vol.50 (3), p.295-310 |
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| creator | Cutler, Blake Adams, Megan Jenkins, Louise |
| description | This study explored Master of Teaching pre-service teachers' (PSTs') feelings of comfort and more broadly, their emotional experience as they prepare to work in classrooms with LGBTIQ students. Within the context of a broader mixed methods research project, PSTs were surveyed, and data were combined with a focus group (total participants n = 42). This paper reports on the qualitative data collected. Theoretically, Vygotsky's cultural-historical approach was used to elicit information about the PSTs' emotional experience (perezhivanie). Important findings indicate that PSTs' past experiences influence their understanding of LGBTIQ content and their willingness to transform their developing pedagogy. Systemic tensions around language and context contributed to challenging emotional experiences when PSTs were unable to mitigate the issues. It is argued that comfort is an initial starting point, but perezhivanie provides a lens to examine and support a broader understanding of the institutional structures which constrain PSTs when working with LGBTIQ students. |
| doi_str_mv | 10.1080/1359866X.2021.2010274 |
| format | Article |
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Within the context of a broader mixed methods research project, PSTs were surveyed, and data were combined with a focus group (total participants n = 42). This paper reports on the qualitative data collected. Theoretically, Vygotsky's cultural-historical approach was used to elicit information about the PSTs' emotional experience (perezhivanie). Important findings indicate that PSTs' past experiences influence their understanding of LGBTIQ content and their willingness to transform their developing pedagogy. Systemic tensions around language and context contributed to challenging emotional experiences when PSTs were unable to mitigate the issues. 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| ispartof | Asia-Pacific journal of teacher education, 2022-05, Vol.50 (3), p.295-310 |
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| source | EBSCOhost Education Source |
| subjects | Academic Accommodations (Disabilities) Comfort Context Discourse Analysis Emotional development Emotional Experience Emotions Focus Groups Foreign Countries Higher education Inclusion Inclusive education Interpersonal Competence Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, and Intersex (LGBTQI) LGBTIQ LGBTQ People Methods Research Multimethod techniques Perezhivanie pre-service teacher perspectives Preservice teacher education Preservice Teachers Prosocial Behavior Sexuality Social Experience Student teacher attitudes Student teachers Students Teacher attitudes Teacher education Teacher Student Relationship Teaching experience Teaching Methods |
| title | Working towards LGBTIQ-inclusive education: perceptions of pre-service teachers' comfort and emotional experience |
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