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    Teacher training organisations and their preparation of the pre-service teacher to deliver comprehensive sexuality education in the school setting: a systematic literature review

    Access Status
    Fulltext not available
    Authors
    O'Brien, Heidi
    Hendriks, Jacqui
    Burns, Sharyn
    Date
    2020
    Type
    Journal Article
    
    Metadata
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    Citation
    O'Brien, H. and Hendriks, J. and Burns, S. 2020. Teacher training organisations and their preparation of the pre-service teacher to deliver comprehensive sexuality education in the school setting: a systematic literature review. Sex Education: Sexuality Society and Learning. 21 (3): pp. 284-303.
    Source Title
    Sex Education: Sexuality Society and Learning
    DOI
    10.1080/14681811.2020.1792874
    ISSN
    1468-1811
    Faculty
    Faculty of Health Sciences
    School
    Curtin School of Population Health
    URI
    http://hdl.handle.net/20.500.11937/84808
    Collection
    • Curtin Research Publications
    Abstract

    This study explored the extent to which organisations responsible for initial teacher training, prepare pre-service teachers to deliver comprehensive sexuality education in schools. Five electronic databases were searched to identify publications that reported the provision of CSE training for pre-service teachers. Methodological quality was appraised using The Joanna Briggs Institute Critical Appraisal Checklist for Systematic Reviews and Research Syntheses. Descriptive analyses were conducted to summarise the scope of pre-service teacher preparation. Twenty-two documents, primarily from the UK, Australia and the USA were identified for review. Overall, information regarding training in comprehensive sexuality education for pre-service teachers is limited. The review identified wide variability in training content and positioning in primary and/or secondary programmes as either core or elective requirements. Current provision does not appear to align with international and best-practice guidelines in most instances. Further research and greater transparency regarding the preparation of pre-service teachers to deliver comprehensive sexuality education is recommended to identify and prioritise best-practice holistic teaching concepts to improve teacher and student outcomes.

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