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1.
Twenty-five years since the onset of HIV/AIDS, young people aged 15–24 now make up half of new HIV infections. This paper advocates for comprehensive sexuality education as an effective panacea to reverse this, with teachers stepping up and embracing their role as sexuality educators. The exploration of this challenge is informed by a small-scale participatory study of teacher responses in a rural primary school in Nakuru district, Kenya. Dialogue was held with 18 teachers (11 females, seven males) on the challenges they faced in teaching sexuality education and teachers emerged as disorientated and embarrassed in conversations about sexuality issues with the pupils. Because sexuality education lacks a curriculum, teachers have found it challenging to integrate it into regular subjects; they also observed that parents seem resistant to addressing this at home, and thus this task falls to them.
In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required.  相似文献   

2.
Jan Milton 《Sex education》2013,13(3):241-256

This small-scale study draws on qualitative data from four government primary schools in Sydney, Australia to investigate the sex education given to grade five and six primary school children by their teachers. This article explores the sexuality issues teachers find difficult to discuss, and reports the concerns teachers have when teaching sexuality education. The practices teachers adopt to encourage parent-teacher partnerships in sex education are also reported. School programs varied in the coverage that was given to contraception and sexually transmitted infections while no school program formally addressed sexual identity and orientation, issues that were brought up by the children through their questions. Teacher concerns included what parents might think about the program and how to manage the different levels of maturity, knowledge and comfort among the children in their class. The article concludes that teachers need to continue fostering their partnership with parents and that many teachers require more opportunities for training so that they can address with comfort the sexuality issues of concern to children and their parents.  相似文献   

3.
ABSTRACT

Using the interlocking concepts of power, knowledge and discourse, this article focuses on how counter normative sexualities are discursively constructed in the sexuality education classroom and with what effects. Drawing on in-depth interviews with teachers and classroom observation, the evidence highlights the presence of specific discourses about the teaching and learning of sexuality diversity. First, while many teachers argued for the inclusion of counter-normative sexualities, in their teaching and responses they privileged heterosexuality as legitimate and natural and same-sex sexualities as deviant and Other. Second, teachers’ discourses construct queer youth not only as innocent and childlike but also as hypersexual and rebellious – requiring discipline and intervention. These constructions link closely to discourses of pity and tolerance, or blame when counter-normative sexualities were expressed. Finally, despite heterosexuality being privileged in the classroom, teachers’ and pupils’ questions about gender and sexuality diversity suggest the need for a more defined and inclusive curriculum sexuality education curriculum. Findings justify concern about how counter-normative sexualities are addressed in the sexuality education classroom and advocate for improvement in teaching and learning about counter-normative sexualities in South African secondary education.  相似文献   

4.
Background: Teachers of sexuality education can often be uncertain about what theoretical basis and pedagogical strategies to use in their teaching. Sexuality educational programmes designed by teachers can often show few evident theoretical principles that have been applied in its construction. Thus, there seems to be a dearth of evidence of ways in which teachers can use appropriate theoretical foundations in their planning and teaching in sexuality education.

Purpose: This paper aims to suggest a way of providing such an appropriate theoretical framework for sexuality education teachers of young people aged 7–15 years of age.

Analysis: Age-appropriate primary and middle school pedagogies based on two integrated educational theories, namely Anderson and Krathwohl's theoretical framework of learning and teaching, with Verbal Linguistic Intelligence from Gardner's Multiple Intelligences, were analysed and evaluated. Key considerations were the earlier maturing of girls and boys, findings from relevant literature about children and young people's cognitive capacities, as well as the relevance of curriculum content for upper primary and middle school students, and the concomitant need for better and earlier sexuality education.

Conclusion: This approach, integrating Anderson and Krathwohl's theoretical framework of learning and teaching, with Gardner's Multiple Verbal Linguistic Intelligence, may be useful to assist health and sexuality education teachers in identifying and anchoring pedagogies in a more theoretically structured manner, thereby enhancing the quality of their sexuality education planning and teaching.  相似文献   

5.
ABSTRACT

This article examines the views of male and female learners regarding how Life Orientation (LO) sexuality education is taught at their schools. Learners in the study were selected from five former ‘Black’ schools in the Eastern and Western Cape Provinces of South Africa. Focus groups were used to identify what learners could recall about their LO sexuality education classes. The strong trend in the data speaks to how LO sexuality education implies a gendered, heteronormative and moralistic approach to youth sexuality which silences and negates same sex relationships and girls’ accounts of sexuality. Although LO sexuality curricula are, as crafted on paper, often sophisticated learning programmes, participants point to a disjuncture between the official LO sexuality education curriculum and how LO sexuality education is taught in the studied schools. The paper concludes with some specific recommendations for teachers to promote a non-judgemental approach to sexuality education that challenges heteronormativity and other gendered injustices as part of the teaching of LO sexuality education.  相似文献   

6.

This paper describes a number of ways in which a small group of gay higher educators draw upon their sexuality in their teaching. It considers three main themes (teaching from the outside; teaching as performance; and teaching as a (gay) person) to illuminate a discussion of how sexuality and teaching can be brought into productive relation. Whilst not wanting to imply a monolithic view of gay sexual identity and its relationship with teaching, the paper explores how the approaches to teaching described disrupt dominant pedagogies and the masculinities which underpin them. The paper concludes by inviting research into the ways in which heterosexual men use their sexuality positively in teaching and learning situations in higher education.  相似文献   

7.
The research reported in this paper investigates why teachers in regional primary schools in the Ballarat region of Victoria, Australia, are choosing to outsource the teaching of sexuality education. A survey was conducted of 29 Year 5 and Year 6 teachers from local primary schools. The teachers provided information about: their confidence in delivering sexuality-related topics; their perceptions of the relevance of given sexuality topics to their students; the teachers' own professional development preferences; and what they saw as their personal limitations in teaching sexuality education. Teachers tended to report low confidence in teaching topics that are considered ‘sensitive’, such as menstruation, wet dreams and sexual intercourse. Furthermore, they indicated a need for professional development in teaching sexuality education. The greatest hurdle identified lies in identifying how to motivate, engage and support teachers to take a professional interest in teaching sexuality education.  相似文献   

8.
ABSTRACT

This paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum.  相似文献   

9.

This article reports on the educator qualities that are valued by Australian teachers involved in sexuality education in high schools. Focus groups were conducted with school sexuality education teachers in 19 high schools in five Australian states. Data indicated that teachers valued being trustworthy, being open and honest, being willing to listen, having a sense of humour, and being able to relate to the students, especially being able to relate in a trustworthy and confidential way. Also valued were being comfortable with one's own sexuality, being approachable and being flexible. These qualities are similar to those recommended in the literature in the 1970s and 1980s and correspond closely to the qualities sought by today's high school students. Australian schoolteachers currently enjoy a positive climate for teaching sexuality education, as do many European schoolteachers. This contrasts with the climate for many American teachers where Abstinence Until Marriage programme requirements place many restrictions on what can be taught and may compromise the expression of teacher qualities such as being non-judgemental, flexible, open and honest. The findings have implications for teacher professional development, pre-service teacher education training, and the selection of teachers to teach sexuality education.  相似文献   

10.
Introduction In Florida, a state that consistently leads the nation in adverse sexual health outcomes among adolescents, numerous demographic and socio‐cultural differences exist across the North, Central, and South regions. However, little is known about regional differences in sexuality education and beliefs among teachers.

Methodology Using a mail‐based survey of 462 teachers, we examined regional differences in parental consent requirements, abstinence instruction, student language barriers, availability of Spanish curricula, teacher beliefs regarding the dissemination of accurate safer sex information, and missing data. t‐tests and multivariate logistic regression analyses were conducted.

Results North Floridian teachers taught more abstinence than those in Central and South Florida. Additionally, they had fewer students with language barriers, offered less Spanish curricula, and, in general, possessed less favorable attitudes toward presenting accurate safer sex information. However, South Floridian teachers were most likely to report parental consent requirements in their schools. These findings largely remained in multivariate analyses.

Conclusions The present study identified several noteworthy regional differences in sexuality education in Florida. Recommendations are given for developing and implementing programs that account for these differences within the state.  相似文献   

11.
ABSTRACT

This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies.  相似文献   

12.
ABSTRACT

The racial mismatch between teachers and students has become a salient issue in efforts to counter the historical failure of children of Color in American (pre)schools. To address this mismatch, scholars have argued for the critical need to recruit and retain teachers of Color. In this article, we propose that to successfully prepare teachers of Color so that they remain committed to the profession, we must learn from their experiences during their preservice preparation and their first years of teaching. Against the backdrop of normative institutional discourses shaping teachers and teaching, we sought to learn from the ways in which six early career early childhood teachers of Color reconciled their preservice teacher education experiences, identities, and beliefs about education with the construction of their identities as teachers. To do so, we asked: How do the discursive spaces of early childhood teaching and teacher education shape the practices, beliefs, and identities of early childhood teachers of Color during their teacher education programs and within their three first years of teaching? Through Critical Narrative Analysis of in-depth interviews, we sought to unveil the discourses that shape and are shaped by the experiences of early career early childhood teachers of Color. Findings indicate that instead of being colonized by institutional discourses and oppressed by others' perceptions, to remain in the profession, these early career early childhood teachers challenged and appropriated institutional discourses, reauthoring them agentively. Implications underscore the responsibility of teacher education programs in preparing teachers of Color to negotiate the ever-so-normative discursive space of early childhood teaching and teacher education, if they are to enter and remain in the profession.  相似文献   

13.
Louisa Allen 《Sex education》2013,13(2):109-122

In rethinking what is theoretically conceived as a 'gap' between what young people learn in sexuality education and what they do in practice, this article argues for the need to comprehend young people's sexual knowledge from their own conceptualisation of this. Drawing on empirical findings from research with New Zealanders aged 17-19, young people's own understandings of their sexual knowledge are explored. These findings indicate how young people in the study conceptualised sexual knowledge in two ways: as information derived from secondary sources such as sexuality education, and knowledge gleaned from personal sexual experience. Hierarchies were evident within and between such types of sexual knowledge, in terms of the status young people afforded, and the interest they displayed in them. The type of sexual knowledge young people were most interested in, and which they identified as lacking in sexuality education, centred on a 'discourse of erotics'. It is argued that the inclusion of this discourse within sexuality education programmes might offer one way of closing the knowledge/practice gap, by raising the status of sexuality education's messages for young people and drawing this information closer to their lived sexual experiences.  相似文献   

14.
Wenli Liu  Yufen Su 《Sex education》2014,14(5):568-581
In May 2007, Beijing Normal University launched a programme of school-based sexuality education for migrant children in Xingzhi Primary School in Beijing. Over the past seven years, the project team has developed a school-based sexuality education curriculum using the International Technical Guidance on Sexuality Education published by UNESCO. The team has developed 12 volumes of textbooks for grades 1–6; trained teachers to deliver sexuality education using participatory teaching methods; and involved parents in the sexuality education process. The first group of migrant students to receive the full 6 years of sexuality education graduated in June 2013. Sexuality education in schools is gaining increasing attention and help from many sectors of Chinese society.  相似文献   

15.
This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes towards young people's sexuality and pregnant students, and focused on girls' perceived irresponsible behaviour instead of strategies to minimise HIV risk. Despite general awareness of the HIV epidemic, few teachers perceived it as an immediate threat, and teachers' own HIV risk was infrequently acknowledged. Teachers perceived themselves to have higher personal standards and moral authority than members of the communities and schools they served. Male administrators' authority to determine school policies and teachers' attitudes towards sexuality fundamentally affect the content and delivery of school-based sexuality education and HIV prevention activities. Opportunities to create a supportive educational environment for students and for female teachers are frequently missed. Improving teachers' efficacy to deliver impartial, non-judgemental and accurate information about sex and HIV is essential, as are efforts to acknowledge and address their own HIV risks.  相似文献   

16.
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17.
Background: Research findings indicate that developing good relationships with pupils, managing classroom processes adequately and developing confidence and trust with other teachers are among the aspects of teaching that are found to be challenging. Although many studies conclude that collaborative reflection is a crucial activity for supporting teachers’ professional development in school, studies that focus on what teachers reflect on and how they reflect are more limited.

Purpose: The purpose of the study was to improve our understanding of what situations teachers experience as challenging in their teaching, what types of help they seek when trying to manage such situations and, furthermore, how teachers reflect together on how to develop as teachers, when they have time to collaborate.

Sources of information and method: The study aimed to explore these areas theoretically by bringing together data from, and discussing the implications of (1) an interview study and (2) a formative intervention study which involved teachers from lower secondary schools in Norway working with a researcher–participant. The data were analysed by using the constant comparative method of analyses. By discussing aspects of these two studies together, the research aimed to identify and address some of the theoretical questions pertinent to teacher development.

Findings and conclusions: The analysis and discussion of the data from the two studies illuminates teachers’ recognition of the value of having time to reflect together. It also indicates, however, that it is not only a matter of teachers having time to observe, reflect together and focus on their development processes: the types of discourse used during collaborative reflection must also be suitable. The researcher–participant’s role highlighted the untapped potential to be found by looking into how language is used in dialogues aimed at supporting teacher development. Helping teachers to develop the skills to reflect collaboratively and constructively, in a way that ultimately improves teaching and learning, is therefore an important challenge for teacher education and the education of teachers and school leaders.  相似文献   

18.
Introduction: In the absence of standardised sex education and because schools usually limit their teaching to the ‘health’ aspects of sexuality, young people in Cyprus rely on their peers and the media for information on sexuality. This study examines the sources and adequacy of the information received by young people from various sources on matters related to sexuality and sexual health.

Method: Twelve in‐depth interviews were conducted in Cyprus in 2005 with purposively chosen boys and girls aged 15–18 years using a semi‐structured discussion guide. The interviews focused on participants' knowledge of HIV/AIDS and other sexually transmitted infections, safer sex, contraception and abortion. They also explored attitudes and beliefs concerning relationships, homosexuality and mutual consent.

Results: Information about sexual health is primarily received from school in classes that interviewees considered dull or irrelevant. Television, and to a lesser degree magazines, were the main sources of information on sexual relationships, the sexual act, homosexuality and abortion. Sexually transmitted infection knowledge was limited and often erroneous, while attitudes towards contraception use, abortion and homosexuality suggest that negative stereotypes are widespread.

Conclusions: Because the information young people receive on sexuality appears to be inadequate, there is an urgent need to implement comprehensive, evidence‐based sex education in the public schools. It should also address the nature and content of the sexual and reproductive health messages received from peers and the media.  相似文献   

19.
Abstract

Responses to AIDS have often neglected children. Drawing on a qualitative study of young children aged 7–9 years, this paper draws attention to their understandings of HIV and AIDS. It is argued that young children are able to give meaning to the disease in ways that link to their social contexts, where gender inequalities and sexual violence are common. Sexuality is a key dimension through which they express knowledge of the disease. Young children do know the links between sex and AIDS, and connect vulnerability to the disease in gendered ways. To address the missing voices of young children requires coordinated efforts, requiring systemic responses which support teachers in initiatives to address taboo subjects like sexuality, as well as the pervasive poverty in which the children in our study are located.  相似文献   

20.
《Africa Education Review》2013,10(2):220-233
Abstract

Practical teaching forms an integral part of teacher training. Teacher education programmes at the University of South Africa (Unisa) are no exception. However, there are two sides to this coin. On the one side, research studies led to the conclusion that teaching practice is a valued and a very necessary part of teacher education for students to become competent teachers. On the other side, it was also concluded that teaching practice was less than satisfactory because of deficiencies in the quality of supervisor teachers and in the application of theory in practice. Given the critical importance of practical teacher education, there has been a concern among lecturers at Unisa about how student teachers experience their teaching practice periods. A survey based on two unstructured questions and open-ended semistructured questions as a data collection instrument was undertaken with a sample population of third-year teacher training students to determine the negative and positive experiences of student teachers during their teaching practice. It was evident from the findings that the most outstanding positive experience of the student teachers concerned was the support system offered to them by the supervisor teacher. Negative experiences included exposure to bad discipline in the classrooms and the enlistment of students as cover teachers, thus precluding the presentation of lessons as planned. These findings compelled the researchers to prepare students during their training more thoroughly for what they might experience while doing their teaching practice.  相似文献   

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