Preparing to teach relationships and sexuality education: student teachers’ perceived knowledge and attitudes-Reference-Cited by-同舟云学术

Preparing to teach relationships and sexuality education: student teachers’ perceived knowledge and attitudes

Published:2024-04-19 Issue: Volume: Page:1-18
ISSN:1468-1811
Container-title:Sex Education
language:en
Short-container-title:Sex Education

Author:

Bourke Ashling¹^ORCID,Cullen Claire²,Maunsell Catherine¹^ORCID

Affiliation:

1. School of Human Development, Institute of Education, Dublin City University, Dublin, Ireland

2. School of Humanities, South East Technological University, Waterford, Ireland

Funder

Irish Research Council

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/14681811.2024.2337860

Reference49 articles.

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2. Allen, L, and M. L. Rasmussen, eds. 2017. The Palgrave Handbook of Sexuality Education. London: Palgrave Macmillan

3. ‘A Lot More to Learn Than Where Babies Come From’: Controversy, Language and Agenda Setting in the Framing of School-Based Sexuality Education Curricula in Australia;Barrie S;Sex Education,2015

4. Baumert, J, and M. Kunter. 2013. “The COACTIV Model of Teachers’ Professional Competence.” In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV, edited by M. Kunter, J. Baumert, U. Klusmann, W. Blum, S. Krauss and M. Neubrand, 25–48. Boston, MA: Springer.

5. Blömeke, S 2017. “Modelling Teachers’ Professional Competence As a Multi-Dimensional Construct.” In Pedagogical Knowledge and the Changing Nature of the Teaching Profession, edited by S. Guerriero, 119–135. Paris: OECD Publishing