Pre-Service Teachers' Perspectives on Methods, Pedagogy and Self-Efficacy Related to Gender and Sexuality as a Part of Their Multicultural Teacher Education

This study is an investigation into issues surrounding pre-service teacher multicultural education. Using survey data, interview data and a syllabi analysis, this study explores pre-service teachers' (n=69) understanding of multicultural education, particularly issues involving lesbian, gay, bisexual, transgender and queer/questioning topics. Specifically, the study examines the ways in which pre-service teachers understand various multicultural concepts and the self-efficacy of these pre-service teachers to work with LGBTQ students and families, to teach LGBTQ content, and to identify biases against LGBTQ people in school contexts and classroom materials. The study supports the previously suggested notion that issues of gender identity and sexual orientation are not often addressed in teacher education programs. Because of this, pre-service teachers demonstrate a broad range of understanding about key terms associated with multicultural education, gender identity and sexual orientation. The study participants identified effective and non-effective methodologies and pedagogies used by their teacher educators that impacted the way they view and subsequently plan to address these topics in their own future classrooms. The study also reveals what while pre-service teachers report a strong sense of self-efficacy in working with LGBTQ students and families; they have lesser sense of self-efficacy in teaching LGBTQ content and identifying LGBTQ biases in schools and curriculum materials. The further implications of this study are impact an examination of student self-efficacy can have on the development of multicultural/social justice components of teacher education programs, addressing issues of sexual orientation and gender expression.