Japanese health education teachers’ experiences in teaching sexuality education at public middle schools
-
Hirotaka Kizuka
, Takahiro Sato, Cynthia S. Hall
, Chie Kataoka , Yu Furuta , Takafumi Tomura and Cathy McKay
Abstract
The purpose of this study was to explain Japanese health education teachers’ experiences in teaching sexuality education in health education classes in Japanese middle schools. This study adopted a descriptive-qualitative design, using an in-depth interviewing approach (Seidman, Irving. 2019. Interviewing as qualitative research: A guide for researchers in education and the social sciences, 5th edn. New York: Teacher College Press). Participants were purposefully selected from eight public middle schools located in the Kanto region of Japan. A total of nine teachers (five male and four female) voluntarily consented to participate in this study. This study used a constant comparative analysis method (Boeije, Hennie. 2010. Analysis in qualitative research. London: Sage) with three themes emerging from the data: (a) lack of self-confidence in teaching sexuality education, (b) communication with students and collaborating with other experts, and (c) seeking professional development opportunities for teaching sexuality education effectively. The findings indicate that to advance the quality of sexuality education instruction, teachers, administrators, and researchers need clear and focused goals related to the status, quality, and relevance of sexuality education programs and curricula.
Funding source: Japan Society for the Promotion of Science
Award Identifier / Grant number: Grant-in-Aid for Challenging and Exploratory Research
Award Identifier / Grant number: 21K18480
Acknowledgements
We gratefully acknowledge the grant funding support of Japan Society for the Promotion of Science/Grant-in-Aid for Challenging and Exploratory Research (Grant Number 21K18480).
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