Author ORCID Identifier
https://orcid.org/0000-0001-7760-8418
Abstract
The first phase of an explanatory sequential design explored Lesbian, Gay, Bisexual, Transgender, Queer or Questioning (LGBTQ+) pre-service teachers’ retrospective experiences from primary and secondary school (K-12) physical education, as well as their physical education experiences in one post-secondary institution. Ahmed’s (2006; 2010) interpretation of orientation was invoked as a conceptual consideration. Quantitative results from the cross-sectional online survey indicated that K-12 physical education remains an unsafe and uncomfortable learning space for many LGBTQ+ students for a myriad of reasons. Conventional qualitative content analysis generated four categories about K-12 class pedagogy and structure, gender and sexuality, change rooms, and the role of teachers and peers. Fortunately, experiences in one post-secondary physical education program offers glimmers of hope.
Methodological Approach
Mixed or Multi-Method
DOI
https://doi.org/10.60808/td6n-qg21
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Stoddart, A. L., & St. Amant, N. (2025). From Student to Teacher: LGBTQ+ Pre-service Teachers’ Physical Education Experiences. Journal of Queer and Trans Studies in Education, 2(2). https://doi.org/10.60808/td6n-qg21
Included in
Gender and Sexuality Commons, Health and Physical Education Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Teacher Education and Professional Development Commons
