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

Cathy A. R. Brant · Lara Willox

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Gender, Sexuality, and Education Teacher Education and Leadership Studies LGBTQ Health, Identity, and Policy

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.

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1977Self-efficacy: Toward a unifying theory of behavioral change.1992A power primer.1977Self-efficacy: Toward a unifying theory of behavioral change.1992Health Behavior and Health Education: Theory, Research, and Practice 2001Teacher efficacy: capturing an elusive construct 1998Teacher Efficacy: Its Meaning and Measure 2006Self-Efficacy Beliefs of Adolescents 2011Eta squared and partial eta squared as measures of effect size in educational research

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