Supporting School Teachers: Primary Teachers' Conceptions of Their Responses to Diverse Sexualities

Autor/in	van Leent, Lisa
Titel	Supporting School Teachers: Primary Teachers' Conceptions of Their Responses to Diverse Sexualities
Quelle	In: Sex Education: Sexuality, Society and Learning, 17 (2017) 4, S.440-453 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Leent, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2017.1303369
Schlagwörter	Elementary School Students; Elementary School Teachers; Sexuality; Teacher Role; Sexual Identity; Homosexuality; Sexual Orientation; Gender Issues; Teacher Response; Interviews; Phenomenology; Teacher Attitudes; Foreign Countries; Australia; Canada + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sexualität; Lehrerrolle; Geschlechtsidentität; Sexuelle Identität; Homosexualität; Sexuelle Orientierung; Geschlechterfrage; Lehrerkommentar; Interviewing; Interviewtechnik; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Ausland; Australien; Kanada
Abstract	Teachers experience a range of situations in the primary school context where students talk about, share ideas and use words and actions that might be described as non-heteronormative in character. This article reports on teachers' experiences of the ways in which they respond to actions and events they see as non-heteronormative. It identifies six different ways in which teachers conceptualise their pedagogical responses to the situations they encounter: (1) being nonchalant, (2) avoiding a response, (3) being uncertain, (4) maintaining home and school boundaries, (5) protecting students' well-being and (6) embracing non-heteronormative sexualities. Teachers' responses to these events are important in that their actions may affect how students interpret and understand the world. Primary school teachers will benefit from support in knowing how to respond appropriately when faced with a scenario or situation that is non-heteronormative in character. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01