Detta är en Kandidat-uppsats från Göteborgs universitet

Sammanfattning: Syfte:The purpose of this study is to attain a more comprehensive understanding of the underlying issues that teachers face in conducting sex education. Further the study aims to examine problems that can arise and remain following the implementation of the new educational reform meant to amend the general lack of quality and equivalence in quality of sex education between schools in Sweden.Teori:The study has its theoretical foundation in institutional theory since it allows for the exploration of the organisation as responding to both formal and practical demands.Metod:The data were collected through semi-structured interviews where five high-school teachers from across the country shared their experiences of conducting sex education.Resultat:The results show that teachers are aware of the sexually offensive situations that can occur in their schools, however they experience a confusion as to how best to handle them. Teachers do not fully understand how they are expected to incorporate aspects of sex and relationships in their primary subjects, which results in them assigning the responsibility onto external actors or other teachers who they deem more fit to undertake the task. Additionally, teachers experience discomfort in addressing the aspects of sex education that students experience as more sensitive, which leads them to adjust their content to match the student’s level of comfort. Lastly, teachers claim that their personal interest in these issues constitutes the reason for them addressing it in their education.

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