This article investigates how pre-service teachers understand concepts of gender and sexuality in Finnish teacher training. By analysing the learning diaries of teachers-to-be attending a course called Gendered Practices in Education at the University of Lapland, we investigate how students comprehend gender and sexuality, how they argue for their way of thinking, and what kind of emotional dynamics can be identified in their learning processes. Our theoretical approach stems from the feminist pedagogical and methodological discussions on knowing as a contradictory process, which may arouse emotions and lead to either changes in understanding or resistance to the new knowledge. Based on interpretative and argumentation analysis, the learning diaries expressing acceptance of or resistance to feminist knowledge on gender structures and sexuality were identified as perpetuating the status quo, reflecting and transforming, and living the difference.

本文研究了职前教师如何在芬兰教师培训中理解性别和性观念。通过分析将要参加“性别实践教育”课程的教师的学习日记在拉普兰大学，我们研究了学生如何理解性别和性行为，他们如何主张自己的思维方式，以及在学习过程中可以识别出什么样的情感动力。我们的理论方法源于女权主义关于认识这一矛盾过程的教育学和方法论讨论，这可能会引起情绪激动，并导致对新知识的理解或抵制发生变化。在解释和论证分析的基础上，表达对性别结构和性的女权主义知识的接受或抵抗的学习日记被确定为维持现状，反思和转变并生活在其中的差异。