Working towards LGBTIQ-inclusive education: perceptions of pre-service teachers’ comfort and emotional experience

Perspectiva del docente en la educación inclusiva

“…Por tanto, las instituciones deben enfocarse en programas de formación tradicional que capacite a los profesionales para tomar la iniciativa en la identificación de dificultades y encaminar a los estudiantes hacia la inclusión, que buscan capacitar a los docentes para que estén aptos al momento de responder a diferentes estudiantes en distintas situaciones y con la mayor frecuencia posible (Jurado et al, 2021;Tawodzera y Themane, 2021;Blake et al, 2021;Sigstad et al, 2021;Kettler y Margot, 2019;Vega et al, 2021).…”

The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity

“…When student teachers are educated and prepared to be LGBTQ+ -inclusive, it can evoke an emotional response, including various levels of (dis)comfort (Heinz et al, 2017;Cutler et al, 2021), similar to engaging with other so-called "difficult" knowledge (Dadvand et al, 2022) educating and preparing student teachers to be responsive and empathetic to diversity dilemmas more broadly (Neary, 2020). Therefore, being aware of this broad and critical affective dimension for student teachers in exploring such topics necessitated consideration of our pedagogical and analytic approach, and more specifically, to deliberate how our approach may have alleviated any negative impacts where possible, particularly in the online environment in which our innovation was situated due to COVID-19 (Carrillo and Flores, 2020).…”