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Clark, Ph. D.  \nJoseph G. Kosciw, Ph. D.  \nNational Headquarters  \n110 William Street, 30th Floor New York, NY 10038  \nPh: 212-727-0135 Fax: 212-727-0254  \nDC Policy Office  \nMake Office K Street 6th Floor, Attn: GLSEN 1015 15th Street, NW Washington, DC, 20005  \nPh: 202-347-7780 Fax: 202-347-7781  \n[glsen@glsen.org](glsen@glsen.org)[ ](glsen@glsen.org)[www.glsen.org](www.glsen.org)[ ](www.glsen.org)© 2022 GLSEN  \nISBN 978-1-934092-35-4  \nWhen referencing this document, we recommend the following citation:  \nClark, C. M. & Kosciw, J. G. (2022) . Educating educators: Knowledge, beliefs, and practice of teacher educators on LGBTQ issues. New York: GLSEN.  \nGLSEN is the leading national education organization focused on ensuring safe schools for all students. Established in 1990, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes to creating a more vibrant and diverse community. For more information on our educator resources, research, public policy agenda, student leadership programs, or development initiatives, [visit www.glsen.org](visit www.glsen.org).  \nGraphic design: Adam Fredericks  \nElectronic versions of this report and all other GLSEN research reports are available at [www.glsen.org/research](www.glsen.org/research).  \nCONTENTS  \nList of Tables and [Figures..................................................................................................................vi](Figures..................................................................................................................vi)  \n[Preface..........................................................................................................................................](Preface..........................................................................................................................................). vii  \nAcknowledgements ...........................................................................................................................xi  \nExecutive Summary ........................................................................................................................xiii  \nIntroduction ..................................................................................................................................... 1  \nMethods and Sample ........................................................................................................................ 5  \nPart One: Attitudes and Beliefs about LGBTQ-Inclusive Teaching ........................................................ 11  \nAttitudes About Diversity and Sociocultural Topics and LGBTQ-Inclusive Teaching .......................... 13  \nConfidence in Engaging in LGBTQ-Inclusive Teaching................................................................... 13  \nPersonal Demographic and Institutional Differences in Attitudes and Beliefs .................................. 15  \nConclusion ............................................................................................................................... 16  \nPart Two: LGBTQ-Related Professional Preparation and Resources....................................................... 17  \nInfluences on Teacher Educators’ Practice................................................................................... 19  \nSetting and Content of LGBTQ-Related Professional Development Received by Teacher Educators .... 19  \nConclusion ............................................................................................................................... 21  \nPart","cbCaicbuMefDYyXW","https://ap.wps.com/l/cbCaicbuMefDYyXW","pdf",612516,100,"English","# Executive Summary\n# Introduction\n# Methods and Sample\n# Part One: Attitudes and Beliefs about LGBTQ-Inclusive Teaching\n## Attitudes About Diversity and Sociocultural Topics and LGBTQ-Inclusive Teaching\n## Confidence in Engaging in LGBTQ-Inclusive Teaching\n## Personal Demographic and Institutional Differences in Attitudes and Beliefs\n## Conclusion\n# Part Two: LGBTQ-Related Professional Preparation and Resources\n## Influences on Teacher Educators’ Practice\n## Setting and Content of LGBTQ-Related Professional Development Received by Teacher Educators\n## Conclusion\n# Part Three: Engagement in LGBTQ-Inclusive Practices\n## Inclusion of Diversity and Sociocultural Topics and Content\n## Inclusion of LGBTQ-Specific Topics and Content\n## Instructional Methods and Resources for LGBTQ-Inclusive Teaching\n## LGBTQ-Supportive Activities and Advocacy Outside of the Classroom\n## Personal Demographic and Institutional Differences in Inclusion and Action\n## Conclusion\n# Part Four: Barriers to LGBTQ-Inclusive Teaching\n## Types of Barriers\n## Personal Demographic and Institutional Differences in Barriers\n## Knowledge and Preparations\n## Content Not Relevant or Appropriate\n## Student Protests or Complaints\n## Concern about Colleagues\n## Conclusion","[{\"question\":\"What topic does the report focus on?\",\"answer\":\"The report focuses on teacher educators’ knowledge, beliefs, and practices related to LGBTQ issues, especially LGBTQ-inclusive teaching.\"},{\"question\":\"How is the report organized to address inclusive teaching?\",\"answer\":\"It is structured into parts covering attitudes and beliefs, professional preparation and resources, engagement in inclusive practices, and barriers to LGBTQ-inclusive teaching.\"},{\"question\":\"What kinds of barriers does the report describe?\",\"answer\":\"The report describes barriers such as gaps in knowledge and preparations, content considered not relevant or appropriate, student protests or complaints, and concerns about colleagues.\"}]","Educating Educators - Knowledge, Beliefs, and Practice of Teacher Educators on LGBTQ Issues | PDF",1792052352,252]