Abstract
ABSTRACT This study analyses the impact of an intervention, based on four LGBTIQA+ teachers’ life stories. A pretest–posttest quasi-experimental design was used, with no control group. A total of 75 students participated in the pretest and 52 in the posttest. The quantitative results showed statistically significant differences between the pretest and the posttest (t = 2.86, p < .01). The effect size of the intervention was moderate, with a Hedges’ g value of 0.51. The qualitative results showed the perceptions of the students of the Master’s Degree in Secondary Education Teacher Training regarding the facilitators (empowerment processes) and barriers faced by LGBTIQA+ teachers in the educational setting. As well as the mark that the four life stories told by the LGBTIQA+ teachers have left on the students. The main conclusion is that LGBTIQA+ teachers’ life stories may have an important impact on future teachers’ perceptions.
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