LGBTIQ+ issues in teacher education: a study of Spanish pre-service teachers’ attitudes

Abstract

ABSTRACT Up to now, research is limited when examining how gender identity and sexual orientation are addressed in the world’s educational systems, and studies in this field have mainly focused on analysing the stereotypes and invisibility of LGBTIQ+ people in coursebooks, as well as on the remaining fights against discrimination. Consequently, little has been studied yet about pre-service teachers’ attitudes. This quantitative study explores Spanish pre-service teachers’ perceptions regarding the need to include LGBTIQ+ issues in their teaching performance. The results show that participants (n = 195) have positive attitudes towards the inclusion of LGBTIQ+ issues in their future professional career, although there are significant differences by gender and affective-sexual orientation, but not by educational stage. As a conclusion, helping pre-service teachers explicitly reflect on their attitudes, perceptions and experiences can enhance their competences and skills to help create more inclusive and safe education centres for LGBTIQ+ learners and their families. Teacher training is then essential, as research shows that even when pre-service teachers demonstrate positive views regarding the LGBTIQ+ community, their lack of awareness or experience with these issues may hinder their teaching practice. The results may strengthen educators’ and researchers’ convictions to continue fostering reflection on LGBTIQ+ issues.