Sexuality and human reproduction: a study of scientific knowledge, behaviours and beliefs of Portuguese future elementary school teachers

Veiga, Luísa; Teixeira, Filomena; Martins, Isabel P.; Meliço-Silvestre, A.

doi:10.1080/14681810500508915

Cited by 14 publications

(13 citation statements)

References 9 publications

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“…Many primary school teachers in countries such as Australia, New Zealand, the United Kingdom, and the USA, which may include but do not enforce or assess such programmes in school curricula, are reluctant, untrained, ineffectual, unconfident, or otherwise unable to teach quality sexuality education (see Baginsky and Macpherson 2005;Brossmann 2008;Gerouki 2007;Goldman 2008;Goldman and Grimbeek 2009;Veiga et al 2006;Winckle 2008). In Australia, little or no pre-service training in sexuality education or child protection appears to be offered to Bachelor of Education (Primary) student-teachers at many universities (Goldman and Bradley forthcoming;Goldman and Grimbeek 2009;Goldman and Torrisi-Steele 2009).…”

Section: Teachers and School-based Sexuality Educationmentioning

confidence: 98%

“…Many primary school teachers avoid teaching sexuality education (Barber 2004;Brossmann 2008;Goldman 2008Goldman , 2010aHealth and Physical Education Curriculum Team [HPECT] 2007; Schaalma et al 2004;Veiga et al 2006). This is very worrying in light of the fact that girls and boys are reaching the reproductive fertile time of puberty earlier than in previous generations (Gluckman and Hanson 2005).…”

Section: Introductionmentioning

confidence: 95%

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External providers' sexuality education teaching and pedagogies for primary school students in Grade 1 to Grade 7

Goldman

2011

Sex Education

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Section: Teachers and School-based Sexuality Educationmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 95%

External providers' sexuality education teaching and pedagogies for primary school students in Grade 1 to Grade 7

Goldman

2011

Sex Education

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“…Todavia, mesmo regulamentada por lei, a implementação da Educação Sexual intencional nas escolas tem encontrado muitos obstáculos. Esta situação se deve em parte à deficiência na formação dos/as professores/as, à resistência organizada de alguns grupos de pressão, ao processo de educação informal que gera conhecimentos erróneos e atitudes negativas e por ser um assunto ainda tabu para a maioria dos/as professores/as ou por eles não serem cientificamente competentes (FÁVERO;MENESES;BILIMÓRIA, 2011;VEIGA et al, 2006).…”

Section: Educação Sexualunclassified

Avaliação do impacto de um programa de educação sexual no primeiro ciclo de escolaridade

Ferreira

Fávero

DelCampo

2014

EDUC

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Pretendeu-se com este estudo avaliar um programa de educação sexual (SEC) aplicado aos/às alunos/as do terceiro ano de escolaridade, que foi elaborado de acordo com a lei n.º 60/2009 em Portugal. O SEC é formado por cinco sessões. Para a avaliação do programa utilizamos metodologia qualitativa, com entrevista pré e pós aplicação do mesmo, a dois grupos de alunos/as de oito e nove anos de idade: 16 do grupo experimental (participantes do SEC) e 11 do grupo de controle. As entrevistas foram analisadas através de análise de conteúdo. Antes da aplicação do programa, ambos os grupos possuíam alguns conhecimentos na área da sexualidade. Por outro lado, possuíam ideias erradas, além de inúmeros estereótipos de género. Após a aplicação do SEC, verificou-se um aumento dos conhecimentos no grupo experimental, comparativamente ao grupo de controle, mas em ambos os grupos persistiram os estereótipos de género. Os resultados indicam que a lei da educação sexual não vai de encontro às necessidades específicas deste grupo etário ao não salientar a importância de trabalhar, nos programas de educação sexual para o primeiro ciclo, os estereótipos de género e por consequência de desigualdades de género.

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“…It was further observed that, despite teachers being trained in human sexuality and reproduction as part of their teacher training curriculum, teachers are never convinced to teach menstrual cycle to small children due to cultural taboos regarding sex. Where they attempted to teach, they committed scientific errors about aspects of the human female body vis-a-vis sexuality (Veiga et al, 2007). The female teachers approached this matter with an assumption that the ability to cope with female sexuality challenges was inherent in all females since they themselves managed them too needed to cope (Julius, 1992).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Understanding of Menstrual Cycle in Navakholo Sub-County, Kakamega County, Kenya

Sakwa¹,

Okunya²

2018

IJLD

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Teenage pregnancy is a major social problem in Kakamega County in Kenya that tends to have negative ramifications especially on the lives of young girls. Recent studies have documented school children lack the necessary skills to manage their sexual life due to the misconceptions they have about menstrual cycle despite having gone through Kenyan school science curriculum. This can be supported by worldwide reports that teachers can actually be one of the sources of such misconceptions in their learners. This study sought to assess teachers’ understanding of menstrual cycle in Navakholo sub-county, Kakamega County, Kenya. A case study design with a mixed-method approach was used in two secondary schools in Navakholo sub-County, Kakamega County Kenya. A mixed gender sample of 20 teachers aged 24 years and above, responded to a multiple choice questionnaire targeting the menstrual cycle concept. Four focus group discussions and 4 Key Informant Interviews were conducted. Three levels of understanding emerged in the data analysis, i.e., Full Comprehensive Basic, Full Comprehensive Intermediate and Full Comprehensive Understanding. There was a statistically significant relationship be full comprehensive understanding level and ones knowledge of menstrual cycle, (χ2=13.7620, p=0.003). Basic understanding was found to have no statistically significant effect on knowledge (t=-0.44, p=0.661) at the 5% level of significance. Intermediate understanding was found to have statistically significant effect on knowledge (t=-1.89, p=0.062) at the 10% level of significance. Full understanding had positive and statistically significant effect on knowledge (t=5.33, p=0.0000) at the 5% level of significance. As the understanding graduated from basic through intermediate to full comprehensive understanding, the fewer the number of respondents who achieved higher level of understanding. Full comprehensive understanding of the concept of menstrual cycle was not achieved by the majority meaning that teachers lack a high level understanding of the menstrual cycle concept.

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Sexuality and human reproduction: a study of scientific knowledge, behaviours and beliefs of Portuguese future elementary school teachers

Cited by 14 publications

References 9 publications

External providers' sexuality education teaching and pedagogies for primary school students in Grade 1 to Grade 7

External providers' sexuality education teaching and pedagogies for primary school students in Grade 1 to Grade 7

Avaliação do impacto de um programa de educação sexual no primeiro ciclo de escolaridade

Teachers’ Understanding of Menstrual Cycle in Navakholo Sub-County, Kakamega County, Kenya

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