This thesis explores the question “What do teachers who have recently graduated from teacher education programs know, believe, and experience about supporting LGBTQ+ students?” This research was conducted using narrative inquiry and métissage, with a group of six volunteer participants who had completed their teacher education programs since May of 2012. The participants wrote narrative responses to written prompts and the researcher wove those narratives together with his own experiences to highlight points of affinity and tension. This research articulates a number of ways in which teacher education programs can better prepare teachers to support LGBTQ+ students. / Graduate / 2018-12-18
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/8953 |
| Date | 08 January 2018 |
| Creators | Deane, Colin |
| Contributors | Hurren, Wanda |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
| Rights | Available to the World Wide Web |
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