ABSTRACT

Current developments such as globalisation, migration and the movement of refugees have led to an enhanced cultural diversity of learners globally. Consequently, teachers in schools are faced with the growing demand to integrate interculturality into their teaching practices. Fifteen biology teachers in Germany were interviewed regarding the opportunities and challenges presented by sexuality education, especially taking into account learners’ cultural diversity, to assess the resources available to them for managing the intercultural dimensions of sexuality education topics. Interview data were analysed using a mixed methods approach that combined qualitative content analysis and quantification of codes. The results revealed a high degree of homogeneity in the assessment of sexuality education topics’ intercultural potential among teachers who attached the highest level of importance to sexual self-determination. However, a comparison between teachers’ attribution of the topic’s intercultural potential and their corresponding self-assessment revealed the opposite. The implications for future teacher education are discussed.

抽象的

全球化，移民和难民流动等当前发展已导致全球学习者的文化多样性得到增强。因此，学校教师面临着将跨文化融入他们的教学实践中的日益增长的需求。就性教育所带来的机遇和挑战，特别是考虑到学习者的文化多样性，对德国的15位生物学老师进行了采访，以评估他们可用于管理性教育主题的跨文化方面的资源。采访数据采用混合方法进行分析，该方法结合了定性内容分析和代码量化。结果表明，在对性自决的重视程度最高的教师中，性教育主题的跨文化潜力评估具有高度的同质性。然而，将教师对这一话题的跨文化潜力的归因与他们相应的自我评估之间的比较揭示了相反的情况。讨论了对未来教师教育的影响。