For preservice LGBTQ+ (lesbian, gay, bisexual, transgender, and queer/questioning) teachers, little is known about their transition from teachers-in-training to professional educators. Understanding their experiences may hold keys to recruiting and retaining a diverse workforce, as well as supporting K-12 students. Rooted in queer theory and subjectivities, this critical narratological study examines a White, gay, novice high school teacher and the stories of his interactions with a White, transgender student, who was part of LGBTQ+ affinity space the participant co-sponsored. Findings demonstrate how social contexts and systems, in combination with the novice teacher’s emerging and morphing perception of professional responsibilities and boundaries were sources of consternation. Often, the participant’s attempts to circumvent, ignore, and/or thwart heteronormative assumptions and practices within the school’s environment related his sense of agency. In turn, this greatly affected much of the teacher’s subjectivities regarding student–teacher relationships. Implications highlight the important role of accompliceship and/or co-conspirators in teacher education programs and schools.

中文翻译：

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混淆边界水域：检查同性恋新手教师支持跨性别学生的尝试

对于职前 LGBTQ+（女同性恋、男同性恋、双性恋、跨性别和酷儿/质疑）教师，他们从培训教师到专业教育工作者的转变知之甚少。了解他们的经历可能是招聘和留住多元化劳动力以及支持 K-12 学生的关键。这项批判性的叙事学研究植根于酷儿理论和主观性，考察了一名白人同性恋初中教师以及他与一名白人跨性别学生互动的故事，该学生是参与者共同赞助的 LGBTQ+ 亲和力空间的一部分。调查结果表明，社会背景和系统，以及新手教师对专业责任和界限的新兴和不断变化的感知如何成为惊愕的根源。通常，参与者试图规避、忽视、和/或挫败学校环境中与他的代理感有关的异性恋假设和实践。反过来，这极大地影响了教师在师生关系方面的主体性。影响突出了共犯和/或同谋在教师教育计划和学校中的重要作用。