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.

摘要

这项研究探讨了在何种程度上负责初始教师培训的组织，准备职前教师以在学校提供全面的性教育。搜索了五个电子数据库，以找出报告了为职前教师提供CSE培训的出版物。使用Joanna Briggs研究所系统评价和研究综合的关键评估清单对方法学质量进行评估。进行了描述性分析，以总结职前教师准备的范围。确定了主要来自英国，澳大利亚和美国的22份文档进行审核。总体而言，有关对职前教师进行全面性教育培训的信息有限。审查认为，培训内容和在初等和/或中等课程中的定位存在很大差异，这是核心或选修要求。在大多数情况下，现行规定似乎不符合国际和最佳做法准则。建议对准备职前教师进行全面的性教育进行进一步的研究和提高透明度，以识别和优先考虑最佳实践的整体教学概念，以提高教师和学生的学习效果。