https://orcid.org/0000-0003-0697-7122
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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.
Acknowledgments
We thank the following who assisted with this review: Lorel Mayberry, Alan Crouch, Cathleen Farrelly, Joycelyn Elders and Bill Taverner. Together they provided their valuable time, access to relevant literature and beneficial referrals.
Disclosure statement
No potential conflict of interest was reported by the authors.
Data availability statement
The data that support the findings of this study are available from the corresponding author, JH, upon reasonable request.