Negotiating intimate identification: Experiences of two homosexual and lesbian preservice music instructors

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Negotiating intimate identification: Experiences of two homosexual and lesbian preservice music instructors

Research production: Contribution to journal › Article

Abstract

Few studies in neuro-scientific teacher training have actually analyzed the experiences of homosexual and preservice that is lesbian. Donahue (2007) implies that homosexual and lesbian preservice teachers struggle with just how to negotiate their identity that is sexual as instructors. This case that is intrinsic explored just just 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 recognized 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 setting that is suburban. 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 information that is personal and dealing with the teacher that is cooperating. Nicole’s within-case analysis yielded the following themes: Cooperating instructors as role models and developing to a pupil who she knew to be a lesbian. Cross-case analysis illuminated the difficulties why these student instructors faced, such as the problem of being down, addressing being explicitly out, the impact for the teacher that is cooperating their student-teaching experience, and also the college environment. Discussion includes implications for music instructor education and future research.

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

ASJC Scopus topic areas

  • Training
  • Music

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Research production: Contribution to journal › Article

T1 – Negotiating sexual identification

T2 – Experiences of two homosexual and preservice that is lesbian 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) shows that homosexual and lesbian preservice teachers struggle with just how to negotiate their identity that is sexual as instructors. This intrinsic research study explored 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 setting that is suburban. Each student instructor took part in three interviews and supplied weekly log entries via email throughout the semester that is 16-week. Brett’s within-case analysis revealed the following themes: Selectively sharing information that is personal and dealing with the cooperating instructor. Nicole’s within-case analysis yielded the themes that are following Cooperating instructors as part models and being released up to a pupil who she knew to become a lesbian. Cross-case analysis illuminated the difficulties why these student instructors faced, such as the problem of being down, addressing being explicitly away, the influence of this teacher that is cooperating their student-teaching experience, therefore the college environment. Discussion includes implications for music instructor education and future research.

AB – Few studies in the area of 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 how exactly to negotiate their intimate identification as developing instructors. This case that is intrinsic explored exactly how two preservice music instructors hid or disclosed their homosexual or lesbian identification throughout their studentteaching placements. The participants had been signed up for two universities that are different midwestern states. Brett, whom defined as homosexual, taught with a right feminine cooperating instructor in a little, rural community; Nicole, who defined as lesbian, taught with two lesbian cooperating instructors in a setting that is suburban. Each pupil instructor took part in three interviews and offered weekly log entries via e-mail throughout the semester that is 16-week. Brett’s within-case analysis revealed the following themes: Selectively sharing private information and dealing with the cooperating teacher. Nicole’s within-case analysis yielded the themes that are following Cooperating instructors as role models and developing to a pupil who she knew to be a lesbian. Cross-case analysis illuminated the difficulties why these student instructors faced, such as the problem of being down, addressing being explicitly out, the impact for the teacher that is cooperating their student-teaching experience, therefore the college environment. Discussion includes implications for music teacher education and research that is future.

JO – Bulletin associated with Council for analysis in Music Education

JF – Bulletin of this Council for analysis in Music Education

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