This study explored the experiences of six F.E.T life guidance educators teaching sexuality education in the Chatsworth area. I declare that "Educators' Experiences of Teaching Sex Education in the F.E.T Phase" is my own work and that all sources that I have used or cited have been indicated and acknowledged by full reference.
Introduction
Background
- Research Focus
- Study Aim
- Objectives of the Study
- Rationale of the Study
- Key Research Questions
- Research Design and method
- Sampling
- Data Analysis
- Ethical Issues
To find out why they experience the teaching of sex education the way they do. Gender roles are one of the topics of the political document on life orientation (Ministry of Education, 2011).
Conclusion
- Course of the Study
The research instruments used (observation, interviews and questionnaires) and their suitability for the research are also explained. Responses from interviews, questionnaires and detailed observations will be analyzed and interpreted using thematic analysis and links to the scientific literature from Chapter 2.
Introduction
Literature review
- Sexuality Education
- Importance of Sexuality Education in South Africa
- Teaching Sexuality Education
- Attitude of educators towards Sexuality Education
- Attitude of learners towards Sexuality Education
- Branching Sexuality Education with cyberspace
- Factors that promote unhealthy sexual behaviour
- Religious views on Sexuality Education
- HIV and AIDS education in schools
Sex education is a controversial topic for parents because they have different views on it depending on their cultural beliefs about it. This has led to the Ministry of Education deciding to make sex education part of the curriculum taught in South African schools.”
Theoretical Framework
- Language and Reality
- Importance of Social Process
- Construction of Knowledge
- Historical and Cultural Specificity
- Realism and Relativism
Although language sometimes has a productive purpose, our descriptions of the world somehow derive from the nature of reality itself. For example, if there is no truth or reality, how can one justify advocating one view of the world over another.
Conclusion
In this sense, it is similar to there being different religions with different religious views on sexuality education, but none is better than the other. Realism and relativism in Social Constructionism maintain that there are different religions with different religious views on sexuality education, but none is better than the other.
Introduction
- Research Design
- Research Style
- Research Paradigm
- Context of Study
- Sampling
- Research Instruments
- Data Analysis
- Validity and Reliability
- Ethical Issues
- Limitations
Hennink, Hutter, and Baily (2010, p. 80) state: “The ethnographic cycle describes the core tasks in collecting qualitative data, including designing the research instrument, recruiting participants, collecting data, and making inductive interferences ”. Taylor, Sinha and Ghoshal (2006, p. 106) argue: “The purpose of unstructured observation is to provide a richer and more direct account of the behavioral phenomenon under investigation”. DeWalt and DeWalt (2002, p. 92) agree that “the goal of designing research using observation as a method is to develop a holistic understanding of the phenomena under study that is as objective and accurate as possible given the limitations of the method. ”.
According to Christiansen, Bertam, and Land (2010, p. 116), deductive reasoning is when "the researcher begins with a set of categories that are then mapped onto the data." According to Orb, Eisenhauer, and Wynaden (2000, p. 93), "The research process creates a tension between the goals of research to generalize for the good of others and the rights of participants to maintain privacy."
Conclusion
Introduction
Guided by these research questions (figure 2), the study generated data that was analyzed in light of the literature reviewed in chapter two and the theoretical framework that underpinned this study. This chapter begins with a presentation of the experiences of Sexuality Education educators that emerged from the data production process. This chapter then presents an analysis of such findings according to themes that emerged from the research questions.
Responses from interviews
It was clear that he enjoyed teaching sex education, but he said that it was sometimes difficult. James was the coordinator of the Life Orientation group and has been involved in the teaching of Life Orientation since the course began in 2001. Zach2 was very brief in the interview session and expressed that he thought Sex Education was a waste of time as the students you never listen to what is taught and teenage pregnancy is still prevalent in schools.
Themes developed from interviews
- Teaching qualifications of teachers teaching Life Orientation within which Sexuality
- Educators’ perception of Sexuality Education
- Cultural influences on teaching methodology
- Challenges of implementing Sexuality Education
- Views of Sexuality Education curriculum content
For James and Zach, they indicated that they had difficulty teaching sexuality education in the classroom. Since sex education was a sensitive topic, James said that role players should be taken into account when implementing sex education. Sexuality education is a subject that involves many life skills and it teaches students to be responsible.
Educators should simply explain and discuss what the curriculum states in terms of what should be taught in the Life Orientation class. Educators experience problems in the classroom as they feel they are not specialized in certain areas to learn some of the content in Life Orientation.
Themes developed from questionnaires
- Qualifications of Life Orientation Educators
- Educators’ perceptions of Life Orientation
- Educators’ teaching methodology in teaching Life Orientation
- Views on Life Orientation Curriculum
Because Candice has a lot of teaching experience, she has a lot of confidence in teaching Life Orientation. Looking at this, it is clear that Kim is a qualified teacher with a specialization in life orientation. This shows that Candice is not comfortable with the topic of sexuality, but enjoys all other topics in the life orientation curriculum.
This may indicate that Candice views the life orientation curriculum as too broad, as it involves many aspects that cannot all be covered. Kim seemed more interested in the importance of life orientation as a topic that should only focus on sports.
Themes developed from observations
- Interaction between teacher and learners
- Pedagogical practices used
- Educators’ identity and cultural background
The students did not participate in the lesson because the teacher did not ask the students questions. The students were actively involved in the lesson and also asked questions when they needed further elaboration or clarity. In order for students to implement the knowledge, skills and values taught in sexuality education, students should be actively involved in the lesson and be independent in the classroom.
I do not agree with Lorena's pedagogical practice as the students are not involved in the learning. As the observation took place, Lorraine did not mention anything in the lesson about his cultural views.
Conclusion
Summary
Some educators had indicated that the curriculum was too broad and contained unnecessary information. An educator from the interview session had claimed that Life Orientation was a waste of time as students still make mistakes in their lives and do not use the knowledge, skills and values they learn in the Life Orientation class. However, some educators specified that Sexuality Education is necessary for the successful education of students.
Much recognition was given to the importance of the content to be taught, but some educators said that there is content that is too sensitive to teach to learners as they feel embarrassed or they feel limited to teach such content because of their cultural beliefs. If we look at this through the lenses of Social Constructionism, the impression is to expose the way in which a specific belief has been influenced by communal forces; for example, in Christianity premarital sex is forbidden as it is seen as a sin to humanity.
Themes emerged from interviews
- Teaching qualifications of teachers teaching Life Orientation within which Sexuality
- Educators’ perception of teaching Sexuality Education in Life Orientation
- Influence of educators’ teaching methodology
- Challenges facing educators with regards to teaching Sexuality Education
- Educators’ views on the curriculum content in terms of Sexuality Education
One educator indicated that he preferred to use a method that involves students so that they can participate in the lesson and provide feedback on their current knowledge and educators can build on this. Communication in the classroom was emphasized in relation to that of the educator's personality. James determined that fellow Life Orientation educators at his school refuse to allow students to be active in sex education classes because they ask too many questions that make the educators uncomfortable, embarrassed, or ashamed.
Life orientation is given to every educator to teach as it is considered to be a simple subject that anyone and everyone can learn. Educators shared a common suggestion for school management to intervene in the successful implementation of Sex Education.
Themes emerged from questionnaires
- Qualifications of Life Orientation Educator
- Educators’ perceptions of Life Orientation
- Educators’ teaching methodology in teaching Life Orientation
- Educators’ views on the Life Orientation Curriculum
Kim mentioned that her principles and culture should be taken into account in order to teach sexuality education commendably, as it informed her knowledge of sexuality. One educator said that the curriculum is too broad and that it is impossible to cover all aspects. Also, it is common; therefore, discussions follow each class differently according to their personal reactions and situations.
Another teacher felt that there was too much coverage of sexuality education; therefore, greater emphasis on sports should be encouraged.
Themes emerged from observations
- Interaction between teacher and learners
- Pedagogical practices used
- Educators’ identity and cultural background
In the second observed class (school C), the researcher observed that student-centered learning took place, as the students were active in the learning process. This was concluded because the students were not active participants in the class in contrast to the other class observed. When analyzing the observation from the second class, it was noticed that the students absorbed the knowledge taught in the lesson, as the students were active in the lesson.
In the first observed class (School C), Lorraine emphasized abstinence without teaching students about healthy and responsible sexual behavior, that is, in the second observed class (School C), the teacher provided content on the topic of healthy and responsible sexual behavior behaviour; However, she insisted that students should not try because they were far too young.
Limitations of the study
The educator claimed that Life Orientation covers a lot about sex education and not enough about sports. Educators had to be careful about their attitude as a teacher, as an individual and as an adult, because sex education is a serious topic. Students behave immaturely when learning about sexuality education, so students usually ask teachers questions using colloquial terminology.
Similarly, one of the educators became nervous as the researcher was observant of the participant's teaching style. Some learners were also distracted in class while the researcher sat in the back of the classroom.
Recommendations
Life Orientation Educators are expected to be able to advise and counsel students about social problems. Life Guidance Educators should be studied for different career fields and given information/resources to give to students so that educators can advise students in different career fields. Educators must work to teach in a diverse way as Life Orientation prepares students for life skills and the world of work.
Life Orientation educators are mainly expected to play the role of 'community, citizenship and pastoral' role and 'learning area/subject/discipline/phase specialist'. The charisma of the Life Orientation teacher is of the utmost importance and must be exposed with integrity (Prinsloo, 2007).
Conclusion
Retrieved from http://www.independent.co.uk/news/education/education-news/lack-of-confidence-is-harming-sex-education-1958685.html. School of Social Research. http://www.kcl.ac.uk/sspp/kpi/scwru/pubs/2011/moriarty2011qualitativemethods.pdf. Retrieved from http://iase-web.org/documents/papers/icots8/ICOTS8_8F3_SHARMA.pdf Shays, C. Preventing Teen Pregnancy: Coordinating Community Efforts. http://www.siecus.org/index.cfm?fuseaction=page.viewpage&pageid=521&grandpare ntID=477&parentID=514.
Premarital Sex in India: Issues of Class and Gender. http://www.eledu.net/rrcusrn_data/Premarital%20Sex%20in%20India-. Sexuality and HIV/AIDS Education in South African Secondary Schools Retrieved July 10, 2014, from http://www.osisa.org/buwa/south-.
Letter from the Editor
Ethical Clearance Letter
Turn-it-in Report
Permission from Department of Education
Letter to the School Principal and the School Governing Body
Letter to the Educator (Participant)
Informed Consent letter
If you agree to participate in the research, please complete and return the consent form below. I………(participant's full name) confirm that I understand the content of this document and the nature of the research project and agree to participate in the research project. Audio record my interview/focus group discussion YES NO Video record my interview/focus group discussion YES NO Using my photos for research purposes YES NO.
Semi-structured interview
Questionnaire
Is the curriculum limited in terms of Sexuality Education or does it consist of a lot of information about the topic.
Observation Schedule
