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Breaking down barriers: An analysis of pre-service health and physical education teachers’ beliefs and preparation for working with LGBTQ students
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Abstract:
In this research, I investigate the values, beliefs and preconceived notions teachers of health & physical education (H&PE) possess as they educate LGBTQ students. H&PE teachers hold a significant responsibility to create safe spaces for LGBTQ students, as PE and sport are contexts in whch LGBTQ students feel especially vulnerable, due to the pervasive cultures of hyper-masculinity and conservatism (Linghede & Larsson, 2017). Yet, little is known about how these teachers are prepared to work with LGBTQ students. In response, my research provides an opportunity for pre-service H&PE teachers to describe their feelings of preparedness and their values, beliefs and preconceived notions to working with this population. Information gathering and analysis was accomplished through a qualitative methodology. Four pre-service H&PE teachers where recruited to partake in three semi-structured interviews utilizing a past, present and future structure. Through this process, three main findings were generated. First, this group of pre-service H&PE teachers possessed varying beliefs in working with LGBTQ students. Secondly, many of the participants articulated a commitment to inclusionary practices. Third, the participants believe that their formal university experiences have not prepared them to teach issues relating to gender and sexuality. As such, participants have taken it upon themselves to learn effective strategies through their own research and personal experiences. Implications for school H&PE, teacher development and future avenues of research are discussed in light of these findings.
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Keyword:
Health & Physical Education pedagogy; LGBTQ students; Pre-service education; Teacher beliefs; Teacher preparation
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URL: http://hdl.handle.net/10464/14308
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| 7 |
Exploring Professional Development: Examining Availability and Access to Professional Development for Educators of Culturally and Linguistically Diverse Students
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In: The Graduate Review (2019)
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| 8 |
Teacher Education and Refugee Students
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In: Faculty Contributions to Books (2019)
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| 9 |
Inequities of Enrollment in Gifted Education: A Statewide Application of the 20% Equity Allowance Formula
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2019)
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| 10 |
Self-efficacy in the Classroom: A Socio-cultural Perspective on the Contributing and Detracting Factors
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| 11 |
A Comparison of Iran’s EFL and New Zealand’s ESL Teachers’ Stated Beliefs About Oral Corrective Feedback and Their Actual Classroom Practices
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| 12 |
Chinese International Learners’ Acculturation at an American University
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In: Graduate Theses & Dissertations (2019)
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| 13 |
An Exploration of Supports for Increasing Classroom Physical Activity within Elementary Schools
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2019)
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| 14 |
Doctoral supervision as a relational endeavour, a pedagogical commitment and reciprocal growth
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In: Press, N, Rossi, DM, Graham, C, Danaher, PA, (2019). Doctoral supervision as a relational endeavour, a pedagogical commitment and reciprocal growth. Machin, TM, Clara, M, Danaher, PA (Eds.), Traversing the doctorate: Reflections and strategies from students, supervisors and administrators, p. 143-163 Cham, Switzerland: Palgrave Macmillan http://dx.doi.org/10.1007/978-3-030-23731-8_8 (2019)
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| 18 |
Teacher Perceptions of an International Baccalaureate Diploma Program in a Mid-western Inner-ring Suburban High School During the First Seven Years
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In: ETD Archive (2019)
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| 19 |
For a revaluation of the oral in the secondary cycle - case of the college. ; Pour une revalorisation de l'oral au cycle secondaire - cas du collège.
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In: https://tel.archives-ouvertes.fr/tel-03417953 ; Sciences de l'Homme et Société. faculté de lettres et sciences humaines kenitra, 2019. Français (2019)
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| 20 |
The Importance of Professional Development: A Critical Discourse Analysis Surrounding the Teaching of California’s Multilingual Students
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