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 neuro-scientific instructor training have actually analyzed the experiences of homosexual and lesbian preservice instructors. Donahue (2007) shows that gay and lesbian preservice teachers struggle with just how to negotiate their identity that is sexual as instructors. This intrinsic research study explored exactly 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 defined as homosexual, taught by having a right feminine cooperating instructor in a little, rural community; Nicole, whom 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 throughout 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 a lesbian. Cross-case analysis illuminated the difficulties why these student instructors faced, like the issue of being down, covering being explicitly away, the impact associated with the cooperating instructor in their student-teaching experience, in addition to college environment. Discussion includes implications for music teacher education and future research.

Original language English (US)
Pages (from-to) 19-37
wide range of pages 19
Journal Bulletin for the Council for analysis in Music Education
Volume 199
State Published – Dec 1 2014

ASJC Scopus areas that are subject

  • 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

N2 – Few studies in the area of instructor training have actually analyzed the experiences of homosexual and preservice that is lesbian. Donahue (2007) implies that gay and lesbian preservice teachers struggle with simple tips to negotiate their intimate identification as developing instructors. This intrinsic research study explored just how two preservice music instructors hid or disclosed their homosexual or lesbian identification throughout their studentteaching placements. The individuals had been enrolled in two various universities in midwestern states. Brett, whom defined as homosexual, taught by having a right feminine cooperating instructor in a tiny, rural community; Nicole, whom 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 semester that is 16-week. 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 following themes: 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, such as the issue of being away, addressing being explicitly away, the impact associated with teacher that is cooperating their student-teaching experience, in addition to college environment. Discussion includes implications for music instructor education and future research.

AB – Few studies in neuro-scientific instructor training have actually analyzed the experiences of homosexual and preservice that is lesbian. Donahue (2007) shows 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 just 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 various universities in midwestern states. Brett, whom defined as homosexual, taught by having a right feminine cooperating instructor in a little, rural community; Nicole, whom defined as lesbian, taught with two lesbian cooperating teachers in a residential district environment. Each student instructor took part in three interviews and offered weekly log entries via e-mail through stripchat the semester that is 16-week. Brett’s within-case analysis revealed the following themes: Selectively sharing information that is personal and handling the teacher that is cooperating. Nicole’s within-case analysis yielded the following themes: Cooperating instructors as part models and being released up 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 away, 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.

JO – Bulletin associated with the Council for analysis in Music Education

JF – Bulletin regarding the Council for analysis in Music Education

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