TEACH-RSE

Teacher Professional Development and Relationships and Sexuality Education

The first research of its kind in an Irish context, TEACH-RSE explored the professional development of teachers at Initial Teacher Education (ITE) to teach Relationships and Sexuality Education (RSE). Adopting a systemic approach and employing multi-perspectival, mixed methods and multi-phased research design, the TEACH-RSE examined RSE provision in Initial Teacher Education (ITE) through the following research studies:

1. A Systematic Review of the international, peer-reviewed literature on the provision of sexuality education in ITE to student teachers.
2. A Documentary Analysis of the publicly available documentation for the academic year 2019/2020 on RSE and RSE-related provision across a sample of 14 primary and post-primary ITE programmes.
3. A mixed methods study, employing an online survey and focus group methodology, of student teachers¡¯ perspectives on RSE provision at ITE (sample predominantly from primary ITE programmes)
4. A qualitative interview study of Initial Teacher Educators¡¯ perspectives on the provision of RSE on primary and post-primary ITE programmes.
5. A consultation with key stakeholders, which contributed to the development of evidence-based and stakeholder-informed TEACH-RSE Recommendations for the provision of RSE at ITE.

Key ´ó·¢ÌåÓýÔÚÏß_´ó·¢ÌåÓý-Ͷע|¹ÙÍøings

i) Systematic Review

The Systematic Review found variation in the provision of sexuality education during ITE for student teachers internationally. There is generally a limited number of topics covered and limited opportunities for critical reflection across ITE programme curricula.

ii) Documentary Analysis

The Documentary Analysis found no explicit reference to RSE in the sample of publicly available ITE programme documentation. Social, Personal and Health Education (SPHE) was identified in 5 of the 26 modules which met the inclusion criteria for this study. Reference to RSE-related content was inconsistent across programmes and generally limited. One primary programme and one post-primary programme were identified as delivering most of the content identified in the Documentary Analysis.

iii) Mixed Methods study with student teachers

Sixty-one per cent (61%) of the student teachers surveyed felt the amount of input they had received in relation to RSE was ¡®Not Enough¡¯. Sixty-two percent (62%) of respondents indicated that their perceived preparation at ITE to teach RSE was ¡®Worse¡¯ (34%) or ¡®Much Worse¡¯ (28%) when compared to their professional preparation in other subject areas at ITE. Nearly all the respondents (94%) reported an intention to teach RSE once qualified. Ninety per cent of respondents agreed or strongly agreed that there was a need for continuing teacher professional learning and development in RSE. Similar to the survey findings, focus group interviewees underlined the importance to them of teaching RSE, but called for more input on RSE at ITE and supports for their professional learning and development in this area, post-qualification.

iv) Qualitative interview study with Initial Teacher Educators

Initial Teacher Educators perceived RSE at ITE to be of high relevance and foundational to a student teacher¡¯s ITE, while also referencing RSE as a ¡®sensitive¡¯, ¡®grey area¡¯. They reported minimal time allocation to RSE input on ITE programmes and typically indicated RSE provision as being one-off inputs. They highlighted the importance of scaffolding student teachers to critically engage with, and reflect on, their values and beliefs with respect to RSE. The optimal model of RSE provision in ITE suggested by the Initial Teacher Educators was a core/mandatory component with additional RSE electivity/specialism options available. Furthermore, Initial Teacher Educators articulated the need for the development of accredited SPHE/RSE qualifications post-ITE.

Drawing on this research, and informed by the consultation with key stakeholders in the area, a number of TEACH-RSE Recommendations are made.

• There is a need for system-wide, research-informed, and systematically reviewed teacher professional learning and development standards for RSE provision in ITE.
• Teacher professional learning and development for RSE should be provided as a continuum with a model of core plus elective/subject specialism at ITE and further, specialist teacher professional learning and development programmes post-ITE.
• RSE provision in ITE should be conceptualised as holistic, comprehensive, inclusive, rights-based and developmental.
• At ITE programme level, adopting a multi-dimensional approach, RSE provision should address student teachers¡¯ content knowledge of, pedagogical skills in, and attitudinal dispositions toward RSE provision ensuring a clear SPHE/RSE pathway for graduate teachers.
• A system-wide, collaborative, integrated approach should be taken nationally to RSE provision including inter-departmental, inter-agency and across and within ITE programmes.

TEACH-RSE Recommendations provide an evidence-based, stakeholder-informed foundation for policy and practice development and leadership in relation to RSE at ITE. It is envisaged that on implementation they will enable sustainable and inclusive professional learning and development for teachers of RSE. Thus, offering a significant contribution to meeting global and national strategic objectives for the realisation of lifelong optimal sexual health and wellbeing for all children and young people in Ireland, today and into the future.

TEACH-RSE Research Team