Abstract

This study reports on teacher educators’ (n = 930) self-efficacy in working with LGBTQIA + students and addressing LGBTQIA + topics in teacher education in the United States. We explore the topics they teach, the barriers they face, and the support(s) needed to be more purposeful in LGBTQIA + inclusion. Themes from this analysis provide a continuum of engagement among teacher educators and implications and additional research needed for greater inclusion of LGBTQIA + topics are shared.

中文翻译：

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“我觉得我做得还不够，而且我不知道如何做得更好”：教师教育工作者和 LGBTQIA + 包容

摘要

本研究报告了美国教师教育工作者 (n = 930) 在与 LGBTQIA + 学生合作并解决 LGBTQIA + 教师教育主题时的自我效能感。我们探讨了他们教授的主题、他们面临的障碍，以及在 LGBTQIA + 包容方面更有针对性所需的支持。该分析的主题提供了教师教育工作者之间的持续参与，并分享了更多包容性 LGBTQIA + 主题所需的影响和额外研究。