2015. 9 p.
SAHARA-J: Journal of Social Aspects of HIV/AIDS, 12:1, 30-38
Using in-depth interviews, the authors asked sexuality educators in South Africa about their own professional preparation and what they believed were necessary educator characteristics for teaching Sexuality Education. Their findings show that the teachers taught Sexuality Education without any appropriate qualification or preparation, but because they had a lighter teaching load and had room to take on more teaching hours. Nevertheless, they all mention that ‘not anybody can teach Sexuality Education’. Drawing on Shulman's taxonomy of knowledge and Freire's concept of critical consciousness, the authors attempt to make meaning of the teachers' responses and their relevance for the teaching of Sexuality Education.
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