A Transgender Teacher’s Pre-Service Experience

This qualitative, single-subject case study examines a transgender pre-service teacher’s experiences completing an educator preparation program (EPP) in a predominantly rural region in the southeast United States. The purpose of this case study is to describe and understand a transgender pre-servic...

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Main Authors: Karen Terry, Gayle Ramirez, Andrea Jane Ramirez, Barbara Radcliffe, Deborah Paine, JT Cox
Format: Article
Language:English
Published: Brock University 2025-05-01
Series:Brock Education: a Journal of Educational Research and Practice
Online Access:https://journals.library.brocku.ca/brocked/index.php/home/article/view/1107
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author Karen Terry
Gayle Ramirez
Andrea Jane Ramirez
Barbara Radcliffe
Deborah Paine
JT Cox
author_facet Karen Terry
Gayle Ramirez
Andrea Jane Ramirez
Barbara Radcliffe
Deborah Paine
JT Cox
author_sort Karen Terry
collection DOAJ
description This qualitative, single-subject case study examines a transgender pre-service teacher’s experiences completing an educator preparation program (EPP) in a predominantly rural region in the southeast United States. The purpose of this case study is to describe and understand a transgender pre-service teacher’s experiences in finding and completing the field experience requirements across multiple school districts. Stories of the participant’s experiences, university faculty members’ accounts, and communication documents inform the research. Results demonstrate obstacles the preservice teacher faced during their field placement and hindrances to securing employment post-graduation. Implications for further research are discussed.
format Article
id doaj-art-50f3c0abc6cc4fa0b73beccfe4547def
institution Kabale University
issn 1183-1189
2371-7750
language English
publishDate 2025-05-01
publisher Brock University
record_format Article
series Brock Education: a Journal of Educational Research and Practice
spelling doaj-art-50f3c0abc6cc4fa0b73beccfe4547def2025-08-20T03:52:11ZengBrock UniversityBrock Education: a Journal of Educational Research and Practice1183-11892371-77502025-05-0134110.26522/brocked.v34i1.1107A Transgender Teacher’s Pre-Service ExperienceKaren TerryGayle RamirezAndrea Jane Ramirez0https://orcid.org/0009-0000-3334-342XBarbara Radcliffehttps://orcid.org/0009-0005-9830-1067Deborah PaineJT Coxhttps://orcid.org/0009-0005-9771-4716Valdosta State Univeristy This qualitative, single-subject case study examines a transgender pre-service teacher’s experiences completing an educator preparation program (EPP) in a predominantly rural region in the southeast United States. The purpose of this case study is to describe and understand a transgender pre-service teacher’s experiences in finding and completing the field experience requirements across multiple school districts. Stories of the participant’s experiences, university faculty members’ accounts, and communication documents inform the research. Results demonstrate obstacles the preservice teacher faced during their field placement and hindrances to securing employment post-graduation. Implications for further research are discussed. https://journals.library.brocku.ca/brocked/index.php/home/article/view/1107
spellingShingle Karen Terry
Gayle Ramirez
Andrea Jane Ramirez
Barbara Radcliffe
Deborah Paine
JT Cox
A Transgender Teacher’s Pre-Service Experience
Brock Education: a Journal of Educational Research and Practice
title A Transgender Teacher’s Pre-Service Experience
title_full A Transgender Teacher’s Pre-Service Experience
title_fullStr A Transgender Teacher’s Pre-Service Experience
title_full_unstemmed A Transgender Teacher’s Pre-Service Experience
title_short A Transgender Teacher’s Pre-Service Experience
title_sort transgender teacher s pre service experience
url https://journals.library.brocku.ca/brocked/index.php/home/article/view/1107
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