Submission Title
Abstract
Abstract: In this article, the author discusses a qualitative research study that examined southern gay male teachers’ beliefs about the intersectionality of sexuality, gender identity, and pedagogy in secondary classrooms. For this discussion, three important themes emerged from the data analysis: instruction, identity, and inclusivity. The study utilized individual unstructured interviews, unstructured focus group interviews, classroom observations with field notes, and a research journal. The findings offer suggestions for teacher preparation programs to consider when preparing teacher candidates for the profession.
Repository Citation
Jones, J. R. (2023). Instruction, Identity, and Inclusivity: What can Teacher Preparation Programs Learn from Gay Male Teachers in the South. Taboo: The Journal of Culture and Education, 22 (1). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol22/iss1/4
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Secondary Education Commons, Social and Philosophical Foundations of Education Commons