ABSTRACT

Little is known about how teachers’ personal sexual experiences influence their motivations and practices when teaching sexuality education. Cultural schema theory was used to explore teachers’ personal experience of the onset of sexual activity and explain how sexuality education teaching is influenced by such experiences. In-depth interviews were conducted with 40 secondary school teachers in Kampala, Uganda. The interviews were transcribed verbatim and analysed using principles of grounded theory. Findings show that while teachers’ personal experience of sexual initiation did not directly align with the content of their messages, due to the centrality and evocative function of these schemas these experiences strengthened teachers’ motivation to teach sexuality education because they enabled them to empathise with students. The study concludes that teachers’ personal experiences of sexual initiation provide intrinsic motivation for teaching sexuality education. The inclusion of dialogues and activities which encourage self-reflexivity in teacher education and training may improve the delivery of sex, sexuality and relationships education.

摘要

在教授性教育时，教师的个人性经历如何影响他们的动机和实践知之甚少。文化图式理论被用来探索教师对性活动开始的个人经历，并解释性教育教学如何受到这些经历的影响。对乌干达坎帕拉的 40 名中学教师进行了深入访谈。访谈被逐字转录，并使用扎根理论的原则进行分析。研究结果表明，虽然教师的性启蒙体验与其信息的内容并不直接一致，但由于这些图式的中心性和唤起功能，这些体验增强了教师教授性教育的动机，因为它们使他们能够与学生产生共鸣. 研究得出结论，教师个人的性启蒙经历为教授性教育提供了内在动力。在教师教育和培训中纳入鼓励自我反思的对话和活动可以改善性、性和关系教育的提供。