Easing the transition for queer student teachers from program to field: implications for teacher education
Fiona J Benson1, Nathan Grant Smith, Tara Flanagan
1a Department of Integrated Studies in Education , McGill University , Montreal , Quebec , Canada.
Journal of Homosexuality
|February 1, 2014
Summary
Workshops for queer student teachers and allies improved self-efficacy and provided a safe space, addressing homophobia in academic programs. This initiative fills a crucial gap in teacher preparation.
Area of Science:
- Education
- Sociology
- Psychology
Background:
- Queer student teachers face unique challenges in university settings, field placements, and post-graduation.
- Academic programs often expose queer students to significant levels of homophobia.
- A gap exists in support systems for queer individuals in teacher preparation programs.
Purpose of the Study:
- To describe a series of workshops designed for queer student teachers and their allies.
- To evaluate the impact of these workshops on participants' self-efficacy and experiences.
- To address the need for safe and supportive environments in teacher education.
Main Methods:
- A series of workshops were conducted for queer student teachers and their allies prior to field placement.
- Participant satisfaction and changes in personal and professional self-efficacy were assessed.
- Qualitative data on experiences of homophobia and the value of the workshops were gathered.
Main Results:
- Participants reported high satisfaction with the workshop program.
- The workshops led to increased feelings of personal and professional self-efficacy among participants.
- Participants viewed the workshops as a valuable "safe space" due to experienced homophobia in their academic programs.
Conclusions:
- The workshops effectively addressed a significant gap in teacher preparation programs for queer students and allies.
- The program enhanced participants' self-efficacy and provided a crucial supportive environment.
- Further development of such inclusive programs is warranted to support diverse future educators.
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