Improving Sexuality Education: The Development of Teacher‐Preparation Standards

Abstract

The National Teacher-Preparation Standards for Sexuality Education represent an unprecedented unified effort to enable prospective health education teachers to become competent in teaching methodology, theory, practice of pedagogy, content, and skills, specific to sexuality education. Higher education will play a key role in ensuring the success of these standards.

Equipping early childhood educators to support the development of sexuality in childhood: Identification of pre- and post-service training needs

“…Equipping ECEs with developmentally appropriate knowledge and skills to address and support the development of sexuality and gender in early childhood remains inadequate and fragmented. Barr et al (2014) conclude their literature review addressing teacher-preparation and sexual health by stating "in fact, teacher training is the most significant indicator in determining the comprehensiveness of the sexuality education instruction and the number of sexuality topics taught within any curriculum" (p. 397). Pre-and post-service sexuality education and training is the conduit to ECEs being able to adapt an emergent approach confidently and comfortably while continuing to support the holistic development and well-being of the children in their care.…”

Achieving Consensus on Principles of Good Practice for School Health in Independent Schools: A Delphi Study

“…The Delphi method is a consensus research method that has been used in a variety of fields, including academia, agriculture, banking, tourism, and strategic planning . It has been an effective method for developing consensus in numerous school‐related studies, including determining research priorities in school nursing, developing teacher‐preparation standards for sexuality education, and in formulating quality physical education program guidelines for K‐12 independent schools in Tennessee . According to Gilmore, advantages of the Delphi method include: (1) pooled responses; (2) reduced influence by others; (3) equal representation; and (4) consistent participant contact .…”

The (mis)match between sexuality education programs in school and the expectations of Ecuadorian adolescents

“…While it has been argued that the sensitive nature of sexuality education influences the approach of program design, a standardized proposal is still not available. There seems to exist a consensus about the inclusion of the following components: (a) cognitive components building on a scientific-based knowledge; (b) affective components introducing values attitudes and beliefs; and (c) behavioral components introducing the development of skills (Forrest et al, 2004;Allen, 2005;Giami et al, 2006;Allen, 2008;Helmich, 2009;Barr et al, 2014;Schmidt, Wandersman, & Hills, 2015;Thomas & Aggleton, 2016). Still, knowledge, behaviors and attitudes could be fostered through different approaches.…”

“…Key to ensure school-based sexuality education programs succeeding in encompassing adolescents' needs and interests is the professional role of teachers. While wellprepared teachers are key to effective sexuality education (Barr et al, 2014), research concludes that a majority of teachers assigned to teach sexuality education have received little or no formal related training and do not feel empowered for this responsibility (Cohen, Byers, Sears, & Weaver, 2004;Walters & Hayes, 2007;Das, 2014). At the same time, research shows that adolescents are aware of this weakness in teacher competences (Allen, 2005), and adolescents' perceptions of their teachers' professional preparation to (not) address sexuality education influence their motivation and engagement towards the subject (MacDonald et al, 2011;Adams Tucker et al, 2016).…”