Becoming a Queer Teacher: Perceptions of Queer Teacher Candidates in Initial Teacher Education Programs

Abstract

This study used narrative inquiry to explore the experiences of queer teacher candidates during their Initial Teacher Education Programs (ITEP) in Ontario. The study sought to further investigate: (a) stories teacher candidates tell about being queer in ITEPs; (b) how queer teacher candidates respond to social bias and stereotypes in the learning community; and (c) if and how queer teacher candidates’ narratives can inform teacher education reform. Through interviews and lettered correspondence, the participants and I share stories of being queer in ITEPs. The study examined our stories using Clandinin and Connelly’s (2000) 3 commonplaces of temporality, sociality, and place, as well as, Ciuffetelli Parker’s (2013, 2014) 3-R narrative elements of narrative reveal, narrative revelation, and narrative reformation. Four themes emerged: the complexity of the queer teacher candidates’ experience; the separation of personal and professional identity; silencing; and shame. These poignant narratives contribute to the literature by providing a context for teacher education programs and researchers to reconsider teacher education reform.