Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685243
Title: A study of trainee teachers and their awareness and perceptions of sexual diversity in primary schools
Author: López Pereyra, Manuel
ISNI:       0000 0004 5924 3453
Awarding Body: University of York
Current Institution: University of York
Date of Award: 2015
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Abstract:
Research on sexual diversity in primary schools has shown that primary school children are aware of and exposed to harassment, bullying and discrimination in schools. This study was undertaken to explore the extent to which trainee teachers are aware of and perceive sexual diversity discourses in primary schools. I focus on concern about the ways primary schools address the nature of gender stereotyping, homophobic bullying and same-sex families. Within these themes, I explore trainee teachers’ perceptions of addressing sexual diversity issues in the primary school classroom. A total of eleven trainee teachers and three educational non-governmental officers were interviewed and 198 trainee teachers responded to the questionnaire from twenty-one different universities across the United Kingdom. A feminist and queer approach was used in the research design; the analysis and interpretation of the data collected was done through interpretative phenomenological and thematic analysis. Trainee teachers’ positive perception of sexual diversity is reflected in the questionnaire data, 76.3 % of trainees think it is necessary to teach primary school children about gay and lesbian families. Nonetheless, the questionnaire data suggest there is a lack of training on addressing sexual diversity issues in the schools. The interview data showed that trainee teachers perceive themselves as role models with the responsibility of being inclusive to all students. Also, trainees acknowledge the lack of confidence to address and deal with sexual diversity issues in the school classroom. Overall, this study enhances our understanding of gender and sexualities in primary schools and extends our knowledge of trainee teacher experiences in primary schools. Drawing on these findings, future research is needed into what trainee teachers programmes should promote as teaching practices that involve diversity and inclusive pedagogies.
Supervisor: Sundaram, Vanita Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.685243  DOI: Not available
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