ABSTRACT

Experiences of non-heterosexual teachers are relatively understood, but little work focuses explicitly on LGBTQ+, pre-service teachers and none in the Australian context. Alsup’s ([2006]. Teacher identity discourses: Negotiating personal and professional spaces. New York: Routledge.) borderland discourse is used to explore the role of gender and/or sexual identity in developing teacher identities of 12 Australian LGBTQ+ pre-service teachers. Findings show identity management and negotiation practices relating to decisions to hide or disclose identities in school contexts. Creating opportunities for borderland discourses, where tensions between the personal and professional can be deliberately brought to the fore, is presented as key to support the development of all new teachers.

摘要

对非异性恋教师的经历相对了解，但很少有工作明确关注 LGBTQ+、职前教师，而在澳大利亚背景下则没有。Alsup 的（[2006]。教师身份话语：谈判个人和专业空间。纽约：Routledge。）边界话语被用来探讨性别和/或性身份在发展 12 名澳大利亚 LGBTQ+ 职前教师的教师身份中的作用。调查结果显示了与在学校环境中隐藏或披露身份的决定相关的身份管理和谈判实践。为边缘话语创造机会，在这种情况下，个人和专业之间的紧张可以被有意地凸显出来，被认为是支持所有新教师发展的关键。