Professional Learning Design for Rural Elementary Teachers on Advocacy for Transgender Students

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 1
  In Roundtable Session: Teacher Education at the Crossroads: Critical Praxis, Policy, and Possibility

Abstract

Using design-based research, this study created context-based professional learning on social justice advocacy development for rural elementary teachers. In-person discussions over five months and a book study led to the development of several effective methods that facilitated teachers’ advocacy for the LGBTQ+ community. The focus was the area they knew the least about supporting students and families who are transgender. Findings revealed teachers felt negative emotions toward people who are transgender; they avoided discussing gender and sexuality, knew little about transgender topics, and abdicated their responsibility regarding supporting these students. These teachers had not spoken with people who are transgender; therefore, we facilitated video-conferencing conversations, which proved beneficial in shifting teachers’ perceptions of and willingness to support transgender students.

Authors

• Jana Stone, Fort Lewis College

• Sharon B. Hayes, West Virginia University