Ahmed Nazeema, Flisher Alan J, Mathews Catherine, Jansen Shahieda, Mukoma Wanjiru, Schaalma Herman
Department of Psychiatry and Mental Health, University of Cape Town, E36A Groote Schuur Hospital, Observatory 7925, South Africa.
Health Educ Res. 2006 Oct;21(5):621-32. doi: 10.1093/her/cyl031. Epub 2006 Jun 1.
This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual reproductive health, human immunodeficiency virus (HIV), sexual decision-making, abstinence, consequences of sexual activity, safe sex practices, substance abuse and sexual violence. Questionnaires administered prior to the training, on completion of the training and at two follow-up time periods were analysed as well as participant observation notes. Findings indicate that teachers reported increased confidence and comfort in teaching the sexuality curriculum. However, many struggled with the transfer of sexual reproductive knowledge and facilitative teaching methods into the classroom context. This highlights the need for HIV education to form part of teacher trainee programmes. Ongoing support and engagement with teachers is needed to encourage alternative teaching practices.
本文对一个为期6天的教师培训项目进行了过程评估，该项目是性教育项目的一部分。培训旨在为教师提供必要的知识和技能，以便有效地教授一门针对八年级（14岁学生）的为期16节的生活技能课程，内容包括性生殖健康、人类免疫缺陷病毒（HIV）、性决策、禁欲、性行为后果、安全性行为、药物滥用和性暴力等参与式练习。对培训前、培训结束时以及两个随访时间段所发放的问卷进行了分析，并分析了参与者观察记录。结果表明，教师们表示在教授性教育课程方面更有信心和自在。然而，许多教师在将性生殖知识和促进性教学方法应用于课堂教学时遇到困难。这凸显了将HIV教育纳入教师培训项目的必要性。需要持续为教师提供支持并与他们保持互动，以鼓励采用其他教学方法。
