Training Pre-Service Teachers to Better Serve LGBTQ High School Students

Autor/inn/en	Coulter, Robert W. S.; Colvin, Sharon; Onufer, Lindsay R.; Arnold, Glynis; Akiva, Thomas; D'Ambrogi, Eric; Davis, Vanessa
Titel	Training Pre-Service Teachers to Better Serve LGBTQ High School Students
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 2, S.234-254 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coulter, Robert W. S.) ORCID (Akiva, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1851137
Schlagwörter	Preservice Teacher Education; Training; LGBTQ People; Student Needs; High School Students; Service Learning; Knowledge Level; Student Attitudes; Self Efficacy; Teaching Skills; Program Effectiveness; Empathy; At Risk Students; Ethics; Social Justice; Undergraduate Students; Experiential Learning; Youth Programs; Lesson Plans; Listening Skills; Student Characteristics + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Service-Learning; Wissensbasis; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Empathie; Ethik; Soziale Gerechtigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Jugendsofortprogramm; Lesson planning; Unterrichtsplanung
Abstract	Pre-service teachers rarely receive training on how best to serve lesbian, gay, bisexual, transgender, and queer (LGBTQ) high school students. We tested whether participating in LGBTQ-focused service-based learning or LGBTQ-focused didactic training improved pre-service teachers' knowledge, attitudes, self-efficacy, and skills for serving LGBTQ high school students more than a control group. A non-randomised pre-test-post-test design with eighty-eight participants tested these differences. At post-test, the service-based learning group had significantly higher active-empathic listening and self-efficacy for working with LGBTQ high school students than the control group. There were no differences for didactic versus control groups. Overall, service-based learning may better prepare pre-service teachers to serve LGBTQ high school students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01