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教师在实施全面性教育中的冲突:一项定性系统评价与元综合分析

Teachers' conflicts in implementing comprehensive sexuality education: a qualitative systematic review and meta-synthesis.

作者信息

Shibuya Fumiko, Estrada Crystal Amiel, Sari Dian Puspita, Takeuchi Rie, Sasaki Hirono, Warnaini Cut, Kawamitsu Saki, Kadriyan Hamsu, Kobayashi Jun

机构信息

Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, 207 Uehara, Nishihara, Okinawa, 903-0215, Japan.

Japanese Consortium for Global School Health Research, 207 Uehara, Nishihara, Okinawa, 903-0215, Japan.

出版信息

Trop Med Health. 2023 Mar 28;51(1):18. doi: 10.1186/s41182-023-00508-w.

Abstract

INTRODUCTION

Comprehensive sexuality education (CSE) enables children and young people to learn about the cognitive, emotional, physical, and social characteristics of sexuality. Teachers experience conflicts in teaching CSE due to different cultural and religious backgrounds. This qualitative systematic review aimed to describe the conflicts experienced by teachers in the implementation of CSE in schools. Furthermore, this study aimed to identify the causes of conflict among teachers in implementing CSE.

METHODS

This article focused on teachers' conflicts in implementing CSE from 2010 to 2022. Online bibliographic databases, such as PubMed, Web of Science, and ERIC, were used to search for relevant articles. The following search term was used: Teacher, Comprehensive Sexuality Education, and Conflict.

RESULTS

A total of 11 studies were included in the review. All 11 studies were conducted in countries with a predominantly Christian population. The majority of the studies were conducted in Africa. The study respondents included teachers, school principals, and school coordinators. The studies identified that CSE implementation is related to multiple conflicts, depending on the context of the country. Five themes on the causes of conflict emerged from the thematic meta-synthesis: (1) Hesitancy in talking about sex education among teachers due to the cultural and religious context; (2) non-integration of traditional sex education into comprehensive sexuality education, (3) fostering effective facilitation of CSE among teachers, (4) determining the appropriate age to start sex education, and (5) roles of stakeholders outside the school.

CONCLUSIONS

This qualitative systematic review and thematic meta-synthesis highlighted several conflicts among teachers in CSE implementation. Despite the teachers having a perception that sex education should be provided, traditional sex education has not yet transformed to CSE. The study findings also emphasize the need to identify the teacher's role in CSE implementation. The thematic meta-synthesis also strongly reflected the context of Christianity in Europe and Africa; thus, further research on the religious context in other regions is needed.

摘要

引言

全面性教育使儿童和青少年了解性的认知、情感、生理和社会特征。由于文化和宗教背景不同,教师在教授全面性教育时会遇到冲突。本定性系统评价旨在描述教师在学校实施全面性教育过程中所经历的冲突。此外,本研究旨在确定教师在实施全面性教育过程中产生冲突的原因。

方法

本文聚焦于2010年至2022年期间教师在实施全面性教育时的冲突。使用在线书目数据库,如PubMed、科学网和教育资源信息中心,搜索相关文章。使用了以下搜索词:教师、全面性教育和冲突。

结果

该评价共纳入11项研究。所有11项研究均在基督教人口占多数的国家进行。大多数研究在非洲开展。研究对象包括教师、学校校长和学校协调员。研究发现,全面性教育的实施因国家背景不同而与多种冲突相关。通过主题元综合分析得出了冲突原因的五个主题:(1)由于文化和宗教背景,教师在谈论性教育时犹豫不决;(2)传统性教育未融入全面性教育;(3)促进教师有效开展全面性教育;(4)确定开始性教育的合适年龄;(5)学校外部利益相关者的作用。

结论

本定性系统评价和主题元综合分析突出了教师在实施全面性教育过程中的若干冲突。尽管教师认为应该提供性教育,但传统性教育尚未转变为全面性教育。研究结果还强调需要明确教师在实施全面性教育中的作用。主题元综合分析也强烈反映了欧洲和非洲的基督教背景;因此,需要对其他地区的宗教背景进行进一步研究。

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