Easing the Transition for Queer Student Teachers From Program to Field: Implications for Teacher Education

被引：7

作者：

Benson, Fiona J. ^{[1
]}

Smith, Nathan Grant ^{[2
]}

Flanagan, Tara ^{[2
]}

机构：

[1] McGill Univ, Dept Integrated Studies Educ, 3700 McTavish St, Montreal, PQ H3A 1Y3, Canada

[2] McGill Univ, Dept Educ & Counselling Psychol, Montreal, PQ H3A 1Y3, Canada

来源：

JOURNAL OF HOMOSEXUALITY | 2014年 / 61卷 / 03期

关键词：

student teachers; teacher workshop; queer; LGBT; preparation; practicum; MIXED METHODS; GAY; ISSUES; HETEROSEXISM; SUPPORT; WORKING; STRESS; YOUTH;

D O I：

10.1080/00918369.2013.842429

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.

引用

页码：382 / 398

页数：17