Seeing queerly: exploring recently-graduated teachers’ knowledge, beliefs, and experiences of supporting LGBTQ+ students

Date

2018-01-08

Authors

Deane, Colin

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

This thesis explores the question “What do teachers who have recently graduated from teacher education programs know, believe, and experience about supporting LGBTQ+ students?” This research was conducted using narrative inquiry and métissage, with a group of six volunteer participants who had completed their teacher education programs since May of 2012. The participants wrote narrative responses to written prompts and the researcher wove those narratives together with his own experiences to highlight points of affinity and tension. This research articulates a number of ways in which teacher education programs can better prepare teachers to support LGBTQ+ students.

Description

Keywords

Education, LGBTQ+, Queer, Métissage, Narrative Inquiry, Teachers

Citation