Search results for: Bills Patricia

The authors initially were concerned with the climate in their teacher education program for lesbian, gay, bisexual, and transgendered (LGBT) preservice teachers. The authors interviewed five lesbian and bisexual preservice teachers and then created a focus group that met monthly over a period of two years. The authors use queer theory and autoethnography to explore what queer research in teacher education could look like, and how research with queer subjects by queer subjects can inform teacher education practices. The authors' focus is not the identities of the participants, but how, through work with queer preservice teachers, the authors' identities as researchers and teachers were queered.