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Voices of Inclusion: LGBTIQA+ Teachers' Life Stories in Initial Teacher Education
Francisco Javier Cantos Aldaz1, Lidón Moliner Miravet1, Francisco José Alegre Ansuategui2
1Department of Pedagogy and Social Sciences, Language and Literature Didactics, University Jaume I, Castellón, Spain.
Abstract:
Despite legislative advances supporting the rights of non‑cisheteronormative individuals, European universities continue to exhibit exclusionary dynamics and cisheterosexist structures that render LGBTIQA+ teaching staff both invisible and marginalized. In this context, life stories emerge as an effective pedagogical resource to foster critical reflection and inclusion. This study examines the impact of a training activity based on the life stories of LGBTIQA+ teachers in Primary and Early Childhood Education programs at a public university in Spain. A validated questionnaire with four dimensions-professional identity construction, beliefs about sex‑gender diversity, school context, and training in sex‑gender diversity-was used to collect both qualitative and quantitative data. A total of 108 students participated. Fifty‑five students received an intervention centered on LGBTIQA+ teachers' life stories (experimental group), while fifty‑three received no intervention (control group). Inferential analyses revealed statistically significant differences between groups across all factors and overall (t = 4.56, p < 0.001), with a large effect size (Hedge's g = 0.88). Qualitative results indicated that the experimental group demonstrated greater awareness, deeper reflection, and stronger argumentation concerning barriers faced by LGBTIQA+ teachers. These findings suggest that integrating LGBTIQA+ teachers' life stories can meaningfully enhance teacher education and contribute to more inclusive academic environments.
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