职前教师教学LGBTQ青年的自我效能感

Martin H. Jones, M. Hershberger, Kristopher M. Goodrich, Tara S. Hackel, Abigail M. A. Love
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引用次数: 2

摘要

摘要本研究考察了预测职前教师在指导女同性恋、男同性恋、双性恋、跨性别和有疑问(LGBTQ)学生时是否感到自我效能的多个因素。在预测因素中,异性恋信念与LGBTQ学生教学自我效能感的关系最强,报告异性恋程度较低的参与者表现出较高的自我效能感。与预期相反,一般教师自我效能感并不是LGBTQ学生教学自我效能感的强预测因子。对这些发现的启示表明,教师培训计划应该包括侧重于培养职前教师与LGBTQ学生合作的能力的组成部分,包括解决未来教育者的异性恋信仰。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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