“I Feel like I'm Not Doing Enough, and I Don’t Know How to Do Better”: Teacher Educators and LGBTQIA + Inclusion

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.

Keywords:

• LGBTQIA + inclusion
• teacher education
• self-efficacy
• gender
• sexuality