{'fraction_non_alphanumeric': 0.02582496413199426, 'fraction_numerical': 0.00430416068866571, 'mean_word_length': 5.647619047619048, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Queering Teacher Education: Teacher Educators’ Self-Efficacy in Addressing LGBTQ Issues

ABSTRACT The purpose of this study was to explore teacher educators’ self-efficacy in addressing LGBTQ issues. Self-efficacy is a key component of social cognitive theory and highly predictive of an individual’s willingness to act. This study includes 232 teacher educators’ responses to a survey exploring their self-efficacy in working with LGBTQ students, teaching about LGBTQ events/figures, and helping preservice teachers reduce their prejudice about LGBTQ individuals. Ultimately, teacher educators need more resources to help increase their self-efficacy in integrating this topic into their courses.