Abstract
The purpose of this study was to explore southeastern teacher educator's self-efficacy in addressing LGBT issues as a part of their undergraduate methods courses. Over 100 teacher educators responded to the survey exploring their self-efficacy about working with LGBT students, including LGBT individuals / events in their coursework and teaching to reduce prejudice. Findings showed a higher self-efficacy for working with LGBT students in contrast to a lower self-efficacy for teaching to reduce bias. Qualitative data indicated ways teacher educators were integrating LGBT issues and further highlighted ongoing professional development needs.
Recommended Citation
Brant, Cathy and Willox, Lara
(2017)
"Southeastern teacher educators' self-efficacy for addressing LGBT issues,"
Teacher Education Journal of South Carolina: Vol. 11:
No.
1, Article 14.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol11/iss1/14