Perceptions of Spanish EFL1 trainee teachers on the introduction of queer issues in the classroom

Autores/as

  • Juan Ramón Guijarro-Ojeda Universidad de Granada (España)
  • Raúl Ruiz-Cecilia Universidad de Granada (España)

DOI:

https://doi.org/10.7764/onomazein.27.13

Palabras clave:

Gender, Queer Theory, teacher training, English as a Foreign Language, Spanish educational system

Resumen

In this paper we pursue to know how EFL teacher trainees perceive the introduction of queer issues within their teaching practices. The qualitative study has been conducted at the University of Granada (Spain) with ten would-be teachers who are in their final year of university studies and have completed their school practice period. In order to underpin this research we analyse the postulates of Queer Theory for the pedagogical field, some of the Spanish educational foundations regarding gender, and the roles played by teachers to implement these practices. 

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Biografía del autor/a

Juan Ramón Guijarro-Ojeda, Universidad de Granada (España)

Departamento de Didáctica de la Lengua y la Literatura, Facultad de Ciencias de la Educación

Raúl Ruiz-Cecilia, Universidad de Granada (España)

 Departamento de Didáctica de la Lengua y la Literatura, Facultad de Ciencias de la Educación

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Publicado

2013-06-30 — Actualizado el 2013-06-30

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Cómo citar

Guijarro-Ojeda, J. R. ., & Ruiz-Cecilia, R. . (2013). Perceptions of Spanish EFL1 trainee teachers on the introduction of queer issues in the classroom. Onomázein, (27), 193–206. https://doi.org/10.7764/onomazein.27.13

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