@article{ref1,
title="Preparation of the pre-service teacher to deliver comprehensive sexuality education: teaching content and evaluation of provision",
journal="BMC public health",
year="2024",
author="Hendriks, Jacqueline and Mayberry, Lorel and Burns, Sharyn",
volume="24",
number="1",
pages="e1528-e1528",
abstract="BACKGROUND: Despite the extensive benefits associated with the provision of comprehensive sexuality education (CSE) within a school context, many initial teacher training programs inadequately prepare pre-service teachers to deliver this content. Programs that do provide such instruction do not routinely share details of their curriculum, syllabi, or evaluation data. <br><br>METHODS: This paper outlines the structure of an Australian undergraduate course for pre-service teachers that focuses on instruction in CSE. This course spans twelve teaching weeks, aligns with evidence-based principles for sexuality education, prioritises experiential learning and requires students to complete authentic, practical assessment tasks. Formative, process, and short-term impact evaluation data, based upon five years of delivery, are described. <br><br>RESULTS: Students completing this course reported statistically significant improvements in attitudes associated with CSE and comfort in facilitating all domains of learning (knowledge, attitudes, skills). <br><br>CONCLUSIONS: Positive process and short-term impact data provide strong evidence for the provision of CSE to pre-service teachers, regardless of future teaching speciality. Proposed amendments include the creation of a fully online tuition pattern and an expansion of content to incorporate other audiences, such as community-based educators.<p /> <p>Language: en</p>",
language="en",
issn="1471-2458",
doi="10.1186/s12889-024-18982-0",
url="http://dx.doi.org/10.1186/s12889-024-18982-0"
}