"This Is Fine": A Thematic Analysis the Stories of a Gay, Novice, English/Language Arts Teacher's Induction

• In Event: Preservice Teacher Identities and Emotions

Abstract

For preservice teachers(PSTs) with marginalized identities, there continues to be a need to better understand their experiences within the teacher induction process. However, little scholarship exists regarding PSTs who identify as LGBTQ+. Hence, this investigation illuminates the experiences of a self-identified gay, novice E/LA teacher during her teacher education program (TEP) and first year of teaching. Specifically, it highlights how a morphing sense of professional risks and responsibilities, were informed by perceptions of scholastic and community norms, in conjunction with her self-identification, manifested in the stories she shared. Overall, this investigation showcases larger questions surrounding marginalized teachers in TEPs, particularly LGBTQ+ teachers’ socioemotional needs, which affect educational outcomes for the youth they serve. It concludes by offering actions centering accompliceship.

Author

• Summer Davis, Western Michigan University