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Abstract
This research describes the understanding that final-year master level students in pre-service teacher education programs at the University of Zagreb hold regarding the role of their studies in developing teachers’ competencies for LGBTIQ-inclusive educational practices. The results, based on the data collected in two focus groups, show that the participants assess their knowledge and skills for shaping LGBTIQ-inclusive practices as inadequate, while simultaneously blaming their study programs for this deficit, but also understanding why it occurs. Contemplating the possibilities of LGBTIQ inclusive education using a competency-based framework opens up numerous questions for future research.
Pages
49-67
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