What do preservice teachers want to learn about puberty and sexuality education? An Australian perspective

The processes of puberty are now commonly observed in primary school-aged students. Schools, therefore, need to address puberty and sexuality education for students' health, well-being, safety and pastoral care. Similarly, preservice teacher education needs to address future primary school teac...

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Bibliographic Details
Published in:Pastoral care in education 2016-10, Vol.34 (4), p.189-201
Main Authors: Goldman, Juliette D. G., Grimbeek, Peter
Format: Article
Language:English
Subjects:
Case Studies
Foreign Countries
Knowledge Level
learning preferences
Mixed Methods Research
Pedagogical Content Knowledge
Preferences
Preservice Teacher Education
Preservice Teachers
Primary Education
Puberty
Questionnaires
School Counselors
School Nurses
Self Efficacy
Sex Education
sexuality education
Student Teacher Attitudes
student-teachers
Teacher education
Teacher Effectiveness
Teaching Methods
Tutorial Programs
Undergraduate Students
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Summary:The processes of puberty are now commonly observed in primary school-aged students. Schools, therefore, need to address puberty and sexuality education for students' health, well-being, safety and pastoral care. Similarly, preservice teacher education needs to address future primary school teachers' unfamiliarity and lack of confidence with these issues and topics, and develop appropriate and normative learning and teaching practices to benefit students of all ages. This paper explores the types of sexuality education content and pedagogies student-teachers prefer to learn about, and be assessed on, in a dedicated sexuality education course in their preservice Bachelor of Education (Primary) degree. A mixed-method design collected quantitative preference ratings and qualitative responses revealing that student-teachers prefer content about the social, developmental and psychological aspects of primary school children's puberty and sexuality. Student-teachers also prefer school counsellors and school nurses as guest speakers, learning pedagogies in tutorial or small groups and assessments through case studies by oneself or small groups. This Australian evidence may be useful to designers of preservice health and sexuality education courses, who aim to assist primary school student-teachers become more competent, confident and professionally trained in puberty and sexuality education.
ISSN:0264-3944
1468-0122
DOI:10.1080/02643944.2016.1204349