Pre-service teachers’ experiences of learning to teach LGBTQ students in health and physical education.
The purposes of this research were to: (a) explore and interpret four pre-service H&PE teachers’ beliefs and experiences of learning to teach LGBTQ students and (b) examine their articulation of strategies to support LGBTQ students. Data was generated from interviews and course syllabi. Participants were committed to inclusionary practices but were critical about the lack of opportunities to learn about gender, sexuality, and LGBTQ issues in their pre-service H&PE teacher education. Few could articulate specific strategies to support LGBTQ students. There is, therefore, a need for more intentional and specific attention to LGBTQ issues in pre-service H&PE teacher education.
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