Understanding novice teachers’ perspectives on China’s sexuality education: a study based on the national pre-service teacher education programme

ABSTRACT

Good quality sexuality education is crucial for promoting young people’s sexual health and wellbeing. Teachers, as trusted resources of knowledge and skills, play a critical role in supporting young people’s sexual wellbeing. This study set out to investigate Chinese novice teachers’ perspectives on sexuality education. Interviews were conducted with 30 novice teachers who had graduated from a national pre-service teacher education programme in China. Results were analysed from a gender perspective. This study identified three specific capabilities teachers valued regarding delivering sexuality education in the classroom. A gender difference in teachers’ perceptions of the three capabilities was found. Additionally, four main constraints limited teachers to deliver sexuality education, and the interplay between these constraints and gender and broader sociocultural factors, is discussed. Results suggest that policy steps need to be taken in the education sector to reorient the current examination-dominated culture. In addition, an eco-system which engaged parents, students and the wider community should be built at school level. Meanwhile, teacher education programs need to shift attention to building teachers’ cross-curricular competences. Finally, a gender-sensitive approach is needed to address the influence of gender differences on teachers’ classroom practices.

KEYWORDS:

• Sexuality education
• teachers’ perspectives
• teacher education
• capability approach
• China

Disclosure statement

No potential conflict of interest was reported by the authors.