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Using curriculum mapping of course outlines, analysis of 49 undergraduate syllabi, exit survey results, and 20 interviews with program faculty and staff, the study shows that sustained dialogue across program delivery levels is essential. Formal SOGI-specific instructional hours were limited, yet most teacher candidates reported sufficient preparation. 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Comparing data from curriculum mapping of course outlines, close analysis of a departmental cross-section of 49 undergraduate syllabi, exit survey data, and 20 interviews with faculty and staff involved in the program, we observed how sustained conversation at all levels of program delivery is indispensable. Curriculum hours of formal SOGI-specific instruction were limited, yet most teacher candidates self-reported that they felt sufficiently prepared to support non-heteronormative students. Findings indicated that SOGI inclusion relies less on formal curriculum than the responsiveness of educators—under sway of progressive policy  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:4(2019)©2019 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nchanges—to have informal, identity-inclusive conversations and to forge connections to curriculum content.  \nKeywords: teacher education, sexual orientation and gender identity, inclusive education, curriculum policy, classroom discourse  \nRésumé  \nDans le cadre d’une campagne d’amélioration du programme menée à l’échelle du corps professoral dans une université de la Colombie-Britannique, nous avons enquêté sur lasensibilisation à l’orientation sexuelle et l’identité de genre et sur son inclusion dans un programme de formation des enseignants canadiens. En comparant les données des plans de cours de cartographie du programme d’études, l’analyse approfondie d’un échantillon de 49 programmes, les résultats d’enquêtes de sortie et de 20 entretiens avec le corps professoral et le personnel participant au programme, nous avons observé la qualité des conversations à tous les niveaux de la prestation du programme indispensable. Le nombre d’heures du programme d’enseignement formel spécifique à SOGI était limité, mais la plupart des candidats enseignants ont déclaré s’être déclarés suffisamment préparés pour soutenir des élèves non hétéronormés. Les résultats ont montré que l’inclusion de SOGI dépend moins du curriculum formel que de la réactivité des éducateurs—sous l’influence de changements de politique progressifs—pour avoir des conversations informelles incluant l’identité et pour tisser des liens avec le contenu du curriculum.  \nMots-clés : formation des enseignants, orientation sexuelle et identité de genre, éducation inclusive, politique en matière de curriculum, discours en classe  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:4 (2019) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe groundswell of change around the public concept of gender and the mistreatment of persons with non-binary gender expression finally reached the legislative capital of Canada by 2016 with Bill C-16, which adds “gender identity or expression” to two sections in the Canadian Human Rights Act where “sexual orientation” had already been integrated. This small though significant addition to the legal code signifies both recognition of gender as a spectrum and of the basic human right to identify outside of the heteronormative conventions of male or female. Gender can be fluid and dynamic, rather than fixed at birth, and new laws indicate that there will be recourse against discrimination on this basis or on any intersectional concerns related to “race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, disability or conviction of an offence for which a pardon has been granted”(Walker, 2016, para. 19) . This change has had ","cbCaikwQiVuWz70c","https://ap.wps.com/l/cbCaikwQiVuWz70c","pdf",1034976,35,"English","# Introduction\n## Legislative and policy context\n## BC curriculum renewal and SOGI expectations","[{\"question\":\"What was the focus of the study in the Canadian teacher education program?\",\"answer\":\"The study examined how sexual orientation and gender identity (SOGI) awareness and inclusion are supported through curriculum and program practice in a Canadian teacher education setting.\"},{\"question\":\"How did the researchers gather evidence about SOGI inclusion?\",\"answer\":\"They compared curriculum mapping of course outlines, analyzed 49 undergraduate syllabi, reviewed exit survey data, and conducted 20 interviews with faculty and staff involved in the program.\"},{\"question\":\"What did the findings suggest about formal instruction versus educator responsiveness?\",\"answer\":\"Formal SOGI-specific curriculum hours were limited, but most teacher candidates reported feeling prepared; inclusion was linked more to educators’ responsiveness and ongoing identity-inclusive conversations than to formal curriculum alone.\"}]","Mapping Sexual Orientation and Gender Identity (SOGI) Inclusion through Curriculum and Practice in a Canadian Teacher Education Program | PDF",1792082288,88]