Martin H. Jones, M. Hershberger, Kristopher M. Goodrich, Tara S. Hackel, Abigail M. A. Love
{"title":"职前教师教学LGBTQ青年的自我效能感","authors":"Martin H. Jones, M. Hershberger, Kristopher M. Goodrich, Tara S. Hackel, Abigail M. A. Love","doi":"10.1080/08878730.2021.1927275","DOIUrl":null,"url":null,"abstract":"Abstract The current study examined multiple factors in predicting whether preservice teachers felt self-efficacious for instructing lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Among the predictive factors, heterosexist beliefs had the strongest relationship with self-efficacy for teaching LGBTQ students, with participants who reported lower levels of heterosexism demonstrating higher self-efficacy. Contrary to expectations, general teacher self-efficacy was not a strong predictor of self-efficacy for teaching LGBTQ students. Implications for these findings suggest that teacher-training programs should include components that focus on developing preservice teachers’ abilities to work with LGBTQ students, including addressing future educators’ heterosexist beliefs.","PeriodicalId":349931,"journal":{"name":"The Teacher Educator","volume":"3 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Preservice Teachers’ Self-Efficacy for Teaching LGBTQ Youth\",\"authors\":\"Martin H. Jones, M. Hershberger, Kristopher M. Goodrich, Tara S. Hackel, Abigail M. A. Love\",\"doi\":\"10.1080/08878730.2021.1927275\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The current study examined multiple factors in predicting whether preservice teachers felt self-efficacious for instructing lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Among the predictive factors, heterosexist beliefs had the strongest relationship with self-efficacy for teaching LGBTQ students, with participants who reported lower levels of heterosexism demonstrating higher self-efficacy. Contrary to expectations, general teacher self-efficacy was not a strong predictor of self-efficacy for teaching LGBTQ students. Implications for these findings suggest that teacher-training programs should include components that focus on developing preservice teachers’ abilities to work with LGBTQ students, including addressing future educators’ heterosexist beliefs.\",\"PeriodicalId\":349931,\"journal\":{\"name\":\"The Teacher Educator\",\"volume\":\"3 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-06-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Teacher Educator\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08878730.2021.1927275\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Teacher Educator","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08878730.2021.1927275","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Preservice Teachers’ Self-Efficacy for Teaching LGBTQ Youth
Abstract The current study examined multiple factors in predicting whether preservice teachers felt self-efficacious for instructing lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Among the predictive factors, heterosexist beliefs had the strongest relationship with self-efficacy for teaching LGBTQ students, with participants who reported lower levels of heterosexism demonstrating higher self-efficacy. Contrary to expectations, general teacher self-efficacy was not a strong predictor of self-efficacy for teaching LGBTQ students. Implications for these findings suggest that teacher-training programs should include components that focus on developing preservice teachers’ abilities to work with LGBTQ students, including addressing future educators’ heterosexist beliefs.