TY - JOUR
T1 - Queering Teacher Education
T2 - Teacher Educators’ Self-Efficacy in Addressing LGBTQ Issues
AU - Brant, Cathy A.R.
AU - Willox, Lara
N1 - Publisher Copyright:
© 2020, © 2020 Association of Teacher Educators.
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85087784164&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85087784164&partnerID=8YFLogxK
U2 - 10.1080/01626620.2020.1776176
DO - 10.1080/01626620.2020.1776176
M3 - Article
AN - SCOPUS:85087784164
SN - 0162-6620
SP - 1
EP - 16
JO - Action in Teacher Education
JF - Action in Teacher Education
ER -