Att minska undervisningsglappet - Biologilärarstudenters tankar och känslor inför att undervisa i sexualitet och relationer

Abstract

Pre-service biology teachers view teaching sexuality, consent, and relationships as important due to its significance for students’ lives. This study interviewed six pre-service upper secondary biology teachers from three Swedish higher education institutions to investigate their perceived preparedness and views on teaching the subject, with particular focus on students’ expectations of sexuality education. Participants also reflected on teaching student groups with differing attitudes toward gender equality, LGBTQ+ issues, and social norms. The material was analysed using qualitative thematic analysis. The results show that most participants felt prepared by their education, although this varied depending on the amount of instruction received. A recurring theme was the desire for more practical experience. While participants expressed mainly positive feelings toward teaching sexuality and relationships, some topics were perceived as more challenging than others. Purely biologically content, such as anatomy and reproduction, was considered easier to teach than topics such as relationships, pleasure, LGBTQ+ issues, and sexual ill-health, which were viewed as more complex due to the lack of clear right or wrong answers and respondents concerns about unintentionally excluding students. Some student groups were also perceived as more challenging, often linked to the cultures associated with different upper secondary school programmes. A positive teacher–student relationship was identified as crucial for safe and effective sexuality education. The study highlights didactic implications, including the importance of relationship-building and greater emphasis on relationships, consent, and LGBTQ+ issues.