Negotiating intimate identification: Experiences of two homosexual and lesbian preservice music instructors

Negotiating intimate identification: Experiences of two homosexual and lesbian preservice music instructors

Research production: Contribution to journal › Article

Abstract

Few studies in the area of instructor training have actually analyzed the experiences of homosexual and lesbian preservice instructors. Donahue (2007) shows that homosexual and lesbian preservice teachers struggle with just how to negotiate their identity that is sexual as instructors. This intrinsic research study explored just just just just how two preservice music instructors hid or disclosed their homosexual or lesbian identity throughout their studentteaching placements. The individuals had been signed up for two different universities in midwestern states. Brett, whom recognized as gay, taught by having a right feminine cooperating instructor in a tiny, rural community; Nicole, who defined as lesbian, taught with two lesbian cooperating instructors in a residential district environment. Each pupil instructor took part in three interviews and supplied weekly log entries via e-mail through the 16-week semester. Brett’s within-case analysis revealed the following themes: Selectively sharing private information and dealing with the teacher that is cooperating. Nicole’s within-case analysis yielded the following themes: Cooperating instructors as part models and being released to a pupil who she knew to be always a lesbian. Cross-case analysis illuminated the difficulties that these student instructors faced, such as the issue of being down, addressing being explicitly away, the impact for the teacher that is cooperating their student-teaching experience, in addition to college environment. Discussion includes implications for music instructor education and research that is future.

Original language English (US)
Pages (from-to) 19-37
amount of pages 19
Journal Bulletin of this Council for analysis in musical Education
amount 199
State Published – Dec 1 2014

ASJC Scopus topic areas

  • Training
  • Music

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Research production: Contribution to journal › Article

T1 – Negotiating identity that is sexual

T2 – Experiences of two homosexual and lesbian preservice music instructors

AU – Paparo, Stephen The.

AU – Sweet, Bridget Mary

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N2 – Few studies in the area of teacher training have actually analyzed the experiences of homosexual and preservice that is lesbian. Donahue (2007) implies that homosexual and lesbian preservice teachers struggle with simple tips to negotiate their identity that is sexual as instructors. This intrinsic research study explored just just exactly how two preservice music instructors hid or disclosed their homosexual or lesbian identification throughout their studentteaching placements. The individuals had been signed up for two various universities in midwestern states. Brett, whom recognized as homosexual, taught with a right feminine cooperating instructor in a tiny, rural community; Nicole, whom defined as lesbian, taught with two lesbian cooperating instructors in a setting that is suburban. Each pupil instructor took part in three interviews and offered weekly log entries via e-mail through the 16-week semester. Brett’s within-case analysis revealed the following themes: Selectively sharing private information and dealing with the cooperating instructor. Nicole’s within-case analysis yielded the themes that are following Cooperating instructors as part models and being released to a pupil who she knew to be a lesbian. Cross-case analysis illuminated the difficulties why these student teachers faced, like the problem of being away, addressing being explicitly away, the impact for the cooperating instructor in their student-teaching experience, together with college environment. Discussion includes implications for music instructor education and research that is future.

AB – Few studies in neuro-scientific instructor training have actually analyzed the experiences of gay and lesbian preservice instructors. Donahue (2007) implies that homosexual and lesbian preservice teachers struggle with simple tips to negotiate their intimate identification as developing instructors. This case that is intrinsic explored exactly exactly exactly how two preservice music instructors hid or disclosed their homosexual or lesbian identification in their studentteaching placements. The individuals had been signed up for two universities that are different midwestern states. Brett, whom defined as homosexual, taught with a right feminine cooperating instructor in a tiny, rural community; Nicole, who defined as lesbian, taught with two lesbian cooperating instructors in a residential district environment. Each pupil instructor took part in three interviews and offered weekly log entries via e-mail through the semester that is 16-week. Brett’s within-case analysis revealed the following themes: Selectively sharing information that is personal and dealing with the cooperating instructor. Nicole’s within-case analysis yielded the themes that are following Cooperating instructors as part models and developing to a pupil who she knew to be always a lesbian. Cross-case analysis illuminated the difficulties why these student instructors faced, like the problem of being down, addressing and being explicitly away, the impact associated with teacher that is cooperating their student-teaching experience, while the college environment. Discussion includes implications for music instructor education and future research.

JO – Bulletin regarding the Council for analysis in Music Education

JF – Bulletin of this Council for analysis in Music Education

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