Abstract
This study aimed to explore the experience of a pre-service teacher in developing and implementing lesson practices on sexual diversity, with the goal of acquiring insights for redesigning teacher education that emphasizes diversity. To achieve this, we analyzed the process from unit development to implementation using dialogic autoethnography. Consequently, we were able to describe the experience of the preservice teacher in developing and implementing lessons on sexual diversity in teacher education programs. Furthermore, based on the experience of the preservice teacher, we identified three implications for teacher education curricula: First, the potential to transform perceptions of teaching. Second, the ability to recognize and overcome prejudice. Third, the potential to inspire critical reflection that addresses the structural aspects of social issues.
https://ror.org/04ww21r56 
