TY - JOUR
T1 - Are we all doing it? Addressing LGBTQIA+ topics in teacher education
AU - Brant, Cathy A.R.
AU - Willox, Lara
N1 - Publisher Copyright: © 2022 Elsevier Ltd
PY - 2022/8
Y1 - 2022/8
N2 - This study investigated the self-efficacy of content area, methods instructors (n = 395) in working with lesbian, gay, bisexual, transgender, queer, intersex, asexual+ (LGBTQIA+) pre-service students, teaching LGBTQIA+ content in their methods courses and helping pre-service teachers reduce their bias and prejudice against LGBTQIA+ individuals. The study revealed that literacy and social studies methods instructors had a higher sense of self-efficacy than their mathematics and science counterparts. Participants had a higher sense of self-efficacy in working with LGBTQIA+ students than teaching LGBTQIA+ content. Participants employ a variety of pedagogical strategies to implement LGBTQIA+ content in methods courses.
AB - This study investigated the self-efficacy of content area, methods instructors (n = 395) in working with lesbian, gay, bisexual, transgender, queer, intersex, asexual+ (LGBTQIA+) pre-service students, teaching LGBTQIA+ content in their methods courses and helping pre-service teachers reduce their bias and prejudice against LGBTQIA+ individuals. The study revealed that literacy and social studies methods instructors had a higher sense of self-efficacy than their mathematics and science counterparts. Participants had a higher sense of self-efficacy in working with LGBTQIA+ students than teaching LGBTQIA+ content. Participants employ a variety of pedagogical strategies to implement LGBTQIA+ content in methods courses.
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U2 - 10.1016/j.tate.2022.103746
DO - 10.1016/j.tate.2022.103746
M3 - Article
SN - 0742-051X
VL - 116
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
M1 - 103746
ER -