Literaturnachweis - Detailanzeige
| Autor/inn/en | Brant, Cathy A. R.; Willox, Lara |
|---|---|
| Titel | Queering Teacher Education: Teacher Educators' Self-Efficacy in Addressing LGBTQ Issues |
| Quelle | In: Action in Teacher Education, 43 (2021) 2, S.128-143 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6620 |
| DOI | 10.1080/01626620.2020.1776176 |
| Schlagwörter | Teacher Education; Social Problems; Teacher Educators; Self Efficacy; LGBTQ People; Social Bias; Gender Bias; Sexual Identity; Sexual Orientation |
| 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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