Queering teacher education programs: perceptions of pre-service EFL teachers towards queer issues

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buir.advisorAkşit, Necmi
dc.contributor.authorGüney, Özge
dc.date.accessioned2018-08-02T06:14:08Z
dc.date.available2018-08-02T06:14:08Z
dc.date.copyright2018-06
dc.date.issued2018-06
dc.date.submitted2018-07-12
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2018.en_US
dc.descriptionIncludes bibliographical references (leaves 127-138).en_US
dc.description.abstractThis study aimed to explore the perceptions of pre-service teachers towards discussions of queer issues in English language classrooms and in teacher education programs in Turkey. The data were collected through pre- and post-questionnaires, queer sessions, and individual interviews with preservice teachers. The findings of the study show that pre-service teachers are mostly positive about queer inclusive pedagogy both in English language classrooms and in teacher education programs. Although the participants have some reservations about the negative feedback that might come from their students, parents and the administration, they would like teacher education programs to teach how to incorporate queer issues in English language classrooms. One pedagogical implication of the study is that professors in teacher education programs might incorporate queer pedagogies in their classes. Also, language teachers need a shift towards a non-heteronormative discourse in their classes ideally with the help of queer inclusive curricula.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2018-08-02T06:14:08Z No. of bitstreams: 1 10200960.pdf: 2472806 bytes, checksum: 0027ecb606b9bde96f74178e3c7770f4 (MD5)en
dc.description.provenanceMade available in DSpace on 2018-08-02T06:14:08Z (GMT). No. of bitstreams: 1 10200960.pdf: 2472806 bytes, checksum: 0027ecb606b9bde96f74178e3c7770f4 (MD5) Previous issue date: 2018-07en
dc.description.statementofresponsibilityby Özge Güneyen_US
dc.format.extentxiv, 158 leaves : illustrations (some color) ; 30 cm.en_US
dc.identifier.itemidB158688
dc.identifier.urihttp://hdl.handle.net/11693/47719
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectSexual Identityen_US
dc.subjectQueer Pedagogyen_US
dc.subjectHeteronormative Discourseen_US
dc.subjectSexual Diversityen_US
dc.subjectDiscrimination Against Sexual Orientationen_US
dc.titleQueering teacher education programs: perceptions of pre-service EFL teachers towards queer issuesen_US
dc.title.alternativeİngilizce dili eğitiminde kuirleşme: hizmet öncesi İngilizce öğretmenlerinin kuir algılarıen_US
dc.typeThesisen_US
thesis.degree.disciplineTeaching English as a Foreign Language
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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