Let’s Thrive! Toward Expanding Practices Supporting Trans and Gender Non-Conforming Teacher Candidates

Trans and gender nonconforming (TGNC) people make important contributions to schools as educators. Yet, little research has considered how gender normativity is experienced and navigated by this group in initial teacher education programs. This paper shares findings from a Critical Participatory Action Research project in which we, a group of trans and gender nonconforming educators in Canada, inquired into our experiences and envisioned what we would need to thrive in initial teacher education programs. Our findings highlight the importance of deep engagement with trans topics, trans representation, peer support, and mentorship in creating the conditions for trans thriving in teacher education.