Teacher Professional Development on Gender Identity and Teaching Trans Youth in Ontario Secondary Schools
Bibliographic record
Abstract
This qualitative study explored Ontario secondary school teachers' view of a one-time professional development (PD) workshop on teaching trans youth. The study examined teachers' knowledge of school board policies, awareness of external barriers, and perceptions of collaborative efficacy when supporting gender-diverse youth, particularly trans youth. Using a framework of adult learning and collective teacher efficacy, the study explored the impact of a one-time professional development workshop. This study explored three primary research questions related to a teacher's ability to communicate with students and parents/caregivers regarding school board policies on gender identity, teachers' knowledge and confidence when discussing gender identities in the classroom, and teachers' overall experience from a one-time professional development workshop on gender identity and teaching trans youth. Data was collected in three stages from Ontario secondary school teachers: an initial web-based survey (n=38), a professional development workshop (n=13), and follow-up one-on-one interviews (n=5). Thematic analysis revealed three significant findings: (1) variations in teachers' knowledge and interpretation of their school board policies, especially within the Catholic education system; (2) limited collaborative opportunities and insufficient support from schools and school boards to implement PD in teaching trans youth, and (3) the impact of collaborative efficacy in identifying and overcoming the various external and institutional barriers teachers face when teaching trans youth. This study contributes to the growing body of research on professional development and suggests prioritizing professional learning opportunities for teachers on gender identity and teaching trans youth by further fostering collaboration among educators to continue creating equitable and affirming environments for students. Recommendations include incorporating ways for teachers to have input when planning professional development workshops, accommodating teachers' varying levels of knowledge and experience, and providing further PD for teachers in the Catholic education system to ensure consistency in creating inclusive classroom environments.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.019 | 0.009 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".