Learning experiences of Japanese health and physical education teachers in online comprehensive sexuality education program
-
Takahiro Sato
,
Chie Kataoka
Abstract
The purpose of this study was to investigate secondary Japanese health and physical education teachers’ learning experiences in an online comprehensive sexuality education (CSE) professional development program. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology with semi-structured interviews (Seidman 1998. Interviewing as qualitative research: A guide for researchers in education and the social sciences, 2nd edn. New York: Teachers College Press). The participants (one female and five male) were in-service health and physical education teachers enrolled in an online CSE professional development program. Data collection included the individual interviews that were conducted and lasted between 60 and 90 min. A constant comparative method was used to interpret the data. There are three major interrelated and complex themes that emerged from the participants’ narratives: (a) predicting potential and possible sexual risk behaviors among secondary school students, (b) finding case studies in CSE professional development that stimulate students’ critical thinking, and (c) learning how to maximize students’ comfort zones in uncomfortable situations in CSE professional development. The teachers believed that online CSE professional development was beneficial, because they would be able to predict their students’ risk behaviors and prepare themselves to be effective mentors. Due to the paucity of research in this area, further investigations of this phenomenon are needed.
Funding source: Japan Society for the Promotion of Science
Award Identifier / Grant number: Grant-in-Aid for Challenging Research/21K18480
Acknowledgments
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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