Queering Teacher Education: Teacher Educators’ Self-Efficacy in Addressing LGBTQ Issues

Cathy A.R. Brant, Lara Willox

    Research output: Contribution to journalArticlepeer-review

    Abstract

    The purpose of this study was to explore teacher educators’ self-efficacy in addressing LGBTQ issues. Self-efficacy is a key component of social cognitive theory and highly predictive of an individual’s willingness to act. This study includes 232 teacher educators’ responses to a survey exploring their self-efficacy in working with LGBTQ students, teaching about LGBTQ events/figures, and helping preservice teachers reduce their prejudice about LGBTQ individuals. Ultimately, teacher educators need more resources to help increase their self-efficacy in integrating this topic into their courses.

    Original languageEnglish (US)
    Pages (from-to)1-16
    Number of pages16
    JournalAction in Teacher Education
    DOIs
    StatePublished - 2020

    All Science Journal Classification (ASJC) codes

    • Education

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