Work

Training Preservice Teachers to Improve Their Knowledge, Attitudes, and Self-Efficacy for Working With LGBTQ Students

Year: 2019

Type: conference-paper

Abstract: Pre-service teachers often lack training in working with lesbian, gay, bisexual, transgender, and queer (LGBTQ) students.This study tested whether participating in LGBTQfocused service-based learning increased pre-service teachers' knowledge, attitudes, and selfefficacy for working with LGBTQ students more than those who received didactic LGBTQ training and those in a control group.A nonrandomized pretest-posttest study design with eighty-eight participants tested these differences.At posttest, the service-based learning group had significantly higher active-empathic listening and self-efficacy for working with LGBTQ students than the control group.Overall, LGBTQ-focused service-based learning may better prepare pre-service teachers to work with LGBTQ students.

Source: American Educational Research Association Annual Meeting (AERA)

DOI: 10.3102/1428380

Author: Robert Coulter

Institution: University of Pittsburgh

Language: English

Topic: Gender, Sexuality, and Education

Subfield: Gender Studies

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: bronze

OpenAlex ID: W4292746597