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A multiple case study based on action-oriented sexuality education Perspectives of the Portuguese teachers

机译：基于行动导向性教育的多案例研究葡萄牙教师的视角

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摘要

Purpose - The purpose of this paper is to discuss teachers' practices, barriers and facilitating factors associated with a regional school-based action-oriented sexuality education (SE) project with the use of information and communication technology. Design/methodology/approach - This qualitative research was anchored in a constructivist paradigm, set up as a multiple case study (six schools) with exploratory aims. Observation, teacher group interview, online class-diaries and contents of the project website were used for data collection. Cross-case analysis was carried out following single case analyses. Findings - It was found that when teachers attend in-service teacher education and training they develop professional competences to act as facilitators of students' inquiry-based learning on action-oriented knowledge and on carrying out collective actions to promote sexual health and well-being. Collaborative and reflexive work among teachers emerged as a facilitator factor and SE integration in the school curriculum as the principal barrier. Research limitations/implications - The results of the cross-case analysis of this qualitative research based on single cases developed in their own social contexts can only be generalized with caution to other similar contexts. Practical implications - Despite the limitations of this study, it has great importance for both research and practice as it contributes to the evidence regarding the implementation of the combined action of the democratic approach (participatory and action-oriented) and the use of ICT on SE. Originality/value - This paper provides important information for those working on school health education projects, particularly considering how action-oriented SE is applied in different contexts.
机译：目的-本文的目的是讨论与教师一起使用信息和通信技术进行的基于区域学校的面向行动的性教育（SE）项目的相关实践，障碍和促进因素。设计/方法论/方法-这项定性研究以建构主义范式为基础，该范式是一个具有探索性目的的多案例研究（六所学校）。观察，教师小组访谈，在线课堂讨论和项目网站的内容用于数据收集。在对单个案例进行分析之后，进行跨案例分析。调查结果-发现，当教师参加在职教师教育和培训时，他们将发展专业能力，以促进学生对基于行动的知识进行探究式学习，并采取集体行动促进性健康和福祉。教师之间的协作和反思性工作成为促进因素，而学校课程中的SE整合成为主要障碍。研究局限性/含义-基于在其自身社会环境中发展的单个案例进行的定性研究的跨案例分析结果只能谨慎地推广到其他类似环境。实际意义-尽管本研究存在局限性，但它对研究和实践均具有重要意义，因为它有助于就民主方法（参与式和面向行动）的联合行动的实施以及信息通信技术在社会企业中的使用提供证据。原创性/价值-本文为从事学校健康教育项目的人员提供了重要信息，尤其是考虑到如何在不同环境中应用面向行动的SE。

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