Working towards LGBTIQ-Inclusive Education: Perceptions of Pre-Service Teachers' Comfort and Emotional Experience

Autor/inn/en	Cutler, Blake; Adams, Megan; Jenkins, Louise
Titel	Working towards LGBTIQ-Inclusive Education: Perceptions of Pre-Service Teachers' Comfort and Emotional Experience
Quelle	In: Asia-Pacific Journal of Teacher Education, 50 (2022) 3, S.295-310 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cutler, Blake) ORCID (Adams, Megan) ORCID (Jenkins, Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2021.2010274
Schlagwörter	Preservice Teachers; LGBTQ People; Emotional Experience; Prosocial Behavior; Interpersonal Competence; Inclusion; Teacher Student Relationship; Students; Discourse Analysis; Foreign Countries; Social Experience; Australia + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Schüler; Schülerin; Studentin; Diskursanalyse; Ausland; Soziale Erfahrung; Australien
Abstract	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. (As Provided).
Anmerkungen	Taylor & Francis. 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	2024/1/01