A Transgender Teacher's Pre-Service Experience
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| Title: | A Transgender Teacher's Pre-Service Experience |
|---|---|
| Language: | English |
| Authors: | Karen Terry, Gayle Ramirez, Andrea J. Ramirez, Barbie Radcliffe, Debbie Paine, J. T. Cox |
| Source: | Brock Education: A Journal of Educational Research and Practice. 2025 34(1):31-46. |
| Availability: | Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | LGBTQ People, Preservice Teacher Education, Teacher Education Programs, Student Experience, Minority Group Students, Social Attitudes, Barriers, Equal Opportunities (Jobs), Minority Group Teachers, Student Teaching, Student Teachers, Teacher Attitudes, Rural Schools, High Schools, Social Bias |
| ISSN: | 1183-1189 |
| Abstract: | This qualitative, single-subject case study examines a transgender pre-service teacher's experiences completing an educator preparation program (EPP) in a predominantly rural region in the southeast United States. The purpose of this case study is to describe and understand a transgender pre-service teacher's experiences in finding and completing the field experience requirements across multiple school districts, to extend the research related to transgender pre-service teachers in heteronormative educational systems, and to raise awareness of the need for trans-supportive attitudes in the field of education. Stories of the participant's experiences, university faculty members' accounts, and communication documents inform the research. Results demonstrate obstacles the pre-service teacher faced during their field placement and hindrances to securing employment post-graduation. Implications for further research are discussed, such as teacher shortages, creating healthy and supportive environments, and addressing marginalized populations where the state's right-to-work laws may be loopholes to discriminatory hiring, promotion, and firing practices. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473553 |
| Database: | ERIC |
| Abstract: | This qualitative, single-subject case study examines a transgender pre-service teacher's experiences completing an educator preparation program (EPP) in a predominantly rural region in the southeast United States. The purpose of this case study is to describe and understand a transgender pre-service teacher's experiences in finding and completing the field experience requirements across multiple school districts, to extend the research related to transgender pre-service teachers in heteronormative educational systems, and to raise awareness of the need for trans-supportive attitudes in the field of education. Stories of the participant's experiences, university faculty members' accounts, and communication documents inform the research. Results demonstrate obstacles the pre-service teacher faced during their field placement and hindrances to securing employment post-graduation. Implications for further research are discussed, such as teacher shortages, creating healthy and supportive environments, and addressing marginalized populations where the state's right-to-work laws may be loopholes to discriminatory hiring, promotion, and firing practices. |
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| ISSN: | 1183-1189 |
