Meeting needs but not changing goals: evaluation of inservice teacher training for sex education

Wight, D. and Buston, K. (2003) Meeting needs but not changing goals: evaluation of inservice teacher training for sex education. Oxford Review of Education, 29(4), pp. 521-543. (doi: 10.1080/0305498032000153061)

Abstract

Teachers' lack of sex education training has been widely regarded as a barrier to delivery, but very few in-service programmes have been evaluated. This paper evaluates the teacher training component of a theoretically-based behavioural sex education programme for 13-15-year-olds called SHARE. It combines data from participant observation, in-depth interviews, questionnaires and lesson observations. The teachers found the training very valuable, particularly in relation to collegiate support, familiarisation with the SHARE pack and reducing discomfort. The two main objectives of the training programme that were congruent with teachers' perceived needs were fulfilled: to make teachers more comfortable and confident to deliver sex education and to prepare them to deliver the SHARE pack. However, the introduction of social-psychologically informed skills based exercises, radically different to those normally followed, was the least successful aspect of the training, as one might predict from previous research on in-service training. This might suggest that theoretically based, behavioural health education programmes might be best delivered by specialist staff.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Wight, Professor Daniel and Buston, Dr Katie
• Authors: Wight, D., and Buston, K.
• Subjects: H Social Sciences > HQ The family. Marriage. Woman; L Education > LC Special aspects of education
• College/School: College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > MRC/CSO SPHSU; College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing > Centre for Population and Health Sciences
• Journal Name: Oxford Review of Education
• ISSN: 1465-3915