Coulter Robert W S, Colvin Sharon, Onufer Lindsay R, Arnold Glynis, Akiva Thomas, D'Ambrogi Eric, Davis Vanessa
Department of Behavioral and Community Health Sciences, Graduate School of Public Health, University of Pittsburgh, 130 DeSoto Street, Pittsburgh, Pennsylvania, USA 15261.
Division of Adolescent and Young Adult Medicine, Children's Hospital of Pittsburgh of UPMC, 3414 Fifth Ave, Pittsburgh, Pennsylvania, USA 15213.
J Educ Teach. 2021;47(2):234-254. doi: 10.1080/02607476.2020.1851137. Epub 2020 Dec 1.
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.
职前教师很少接受关于如何最好地服务于女同性恋、男同性恋、双性恋、跨性别和酷儿（LGBTQ）高中生的培训。我们测试了参与以LGBTQ为重点的基于服务的学习或以LGBTQ为重点的讲授式培训，是否比对照组更能提高职前教师服务LGBTQ高中生的知识、态度、自我效能感和技能。一项有88名参与者的非随机前测-后测设计测试了这些差异。在后测中，基于服务的学习组在与LGBTQ高中生合作时，积极共情倾听和自我效能感显著高于对照组。讲授式培训组与对照组之间没有差异。总体而言，基于服务的学习可能会让职前教师更好地为LGBTQ高中生提供服务。
