Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 60-75, 2024

https://doi.org/10.62574/rmpi.v4i4.227

Teaching practice in sex education from a connotation of professional

practice

Práctica docente en la educación sexual desde una connotación de la

praxis profesional

Zaida Karina Mendoza-Delgado

zaidamendoza.est@umecit.edu.pa

Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panama,

Panama, Province of Panama, Panama

https://orcid.org/0009-0008-0018-5662

ABSTRACT

Teaching practice in sexuality education seen from a professional praxis perspective implies a

series of competences and attitudes that go beyond the simple teaching of content. The

research objective is described as generating a theorisation of teaching practice in sexuality

education from a connotation of professional praxis. This article was developed from a

phenomenological approach, with the participation of 10 key informants who teach in secondary

education, selected with the purpose of deepening their experiences and meanings attributed to

the teaching of sexuality education. This theorisation shows how teachers build their practice

around adaptability, respect and the development of critical skills, configuring sexuality

education as an integral formative space and contributing to the strengthening of a school

culture that promotes equity, respect and reflection on sexuality and diversity.

Descriptors: academic teaching personnel; learning methods; teaching practice (Source:

UNESCO Thesaurus).

RESUMEN

La práctica docente en educación sexual vista desde una perspectiva de praxis profesional

implica una serie de competencias y actitudes que van más allá de la simple enseñanza de

contenidos. Se describe como objetivo de investigación generar una teorización sobre la

práctica docente en la educación sexual desde una connotación de la praxis profesional. Este

artículo se desarrolló desde un enfoque fenomenológico, participaron 10 informantes clave que

ejercen la docencia en educación secundaria, seleccionados con el propósito de profundizar en

sus experiencias y significados atribuidos a la enseñanza de la educación sexual. Esta

teorización evidencia cómo los docentes construyen su práctica en torno a la adaptabilidad, el

respeto y el desarrollo de habilidades críticas, configurando la educación sexual como un

espacio formativo integral y contribuyendo al fortalecimiento de una cultura escolar que

promueve la equidad, el respeto y la reflexión sobre la sexualidad y la diversidad.

Descriptores: personal académico docente; método de aprendizaje; práctica pedagógica.

(Fuente: Tesauro UNESCO).

Received: 17/08/2024. Revised: 19/08/2024. Approved: 03/09/2024. Published: 01/10/2024.

Research articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

INTRODUCTION

Teaching practice becomes an axis, not only for the transmission of knowledge, but also for the

formation of socio-emotional and critical thinking skills that enable young people to make

informed decisions and build healthy relationships. Studies underline the importance of a

professional praxis that integrates an ethical, inclusive and culturally and socially diverse

approach, making comprehensive sexuality education (CSE) a tool for equity and respect for

diversity (Álvarez-Reyes & Aveiga-Macay, 2023; Bourke, Cullen & Maunsell, 2024; Mukanga,

Dlamini & Taylor, 2024).

Sexuality education is particularly challenging in public education contexts, where it faces

resource constraints and an institutional structure that hinders its full and coherent integration

into school curricula. Research indicates that, to overcome these challenges, it is essential that

teachers have specific training and institutional support to enable them to teach in a reflective

and contextualised way, responding to the needs of their students and promoting a critical view

of sexuality (Bolaños, 2022; Chavula, Zulu & Hurtig, 2022; Zulu et al., 2019).

Teaching praxis in CSE requires continuous adaptation of educators, who must be prepared to

deal with complex and sensitive issues, as well as to manage the attitudes and beliefs that each

one brings to the classroom, which can influence students' learning and environment (Reyes-

Torres et al., 2019; Preinfalk-Fernández, 2015). In this sense, teaching practice becomes a

space for reflection and self-knowledge, where educators must question and update their

perspectives, providing accompaniment that promotes respect and inclusion (Torres, Yépez &

Lara, 2020; Villalpando, Estrada-Gutiérrez & Álvarez-Quiroz, 2020).

In particular, the importance of an inclusive approach to CSE teaching, in which students find

their diverse gender identities and sexual orientations represented, has been highlighted. This

approach contributes to building a safe environment, allowing young people to explore and

express their identities without fear of judgement. Inclusion and respect for diversity not only

enrich the educational experience, but also strengthen students' self-esteem and sense of

belonging, essential elements for their holistic development (Kohen & Meinardi, 2016; Saeteros-

Hernández, Pérez-Piñero & Sanabria-Ramos, 2018).

The implementation of CSE also implies constant pedagogical updating, where teachers must

keep up to date with new methodologies and resources that facilitate learning on sexuality

issues. In this regard, the use of technologies, such as interactive platforms and multimedia

resources, has proven to be effective in engaging students' interest and enabling autonomous

and flexible learning. Gamification and visual materials, for example, are powerful tools for

teaching complex topics and help students process information in a meaningful way (Koch &

Beyers, 2023; Oswalt, Eastman-Mueller & Nevers, 2024).

On the other hand, formative assessment has proven to be a valuable pedagogical strategy

within CSE, as it allows teachers to monitor students' progress and adjust their methods

according to individual needs. Through continuous feedback, teachers can promote reflective

learning, helping students to develop a critical understanding of the issues addressed. This

assessment practice, which focuses on the process and not just the outcomes, fosters deep

learning that is tailored to each student's context (Bolaños, 2022; Palacios-Jerves et al., 2024).

Active student participation is another essential component of CSE teaching practice. By

fostering participatory and adaptive learning, teachers promote students' autonomy and ability

to make informed and responsible decisions. Co-construction of knowledge, through teamwork

and dialogue, enables students to meaningfully engage with CSE content, making them

participants in their own learning (Mukanga, Dlamini & Taylor, 2024; Zulu et al., 2019).

CSE also demands a holistic approach to teaching practice, where educators not only transmit

knowledge, but also provide emotional support and reflective spaces. Creating a safe

environment, where students can express their doubts and concerns without fear, is crucial for

young people to acquire a healthy and balanced view of sexuality. Emotional support, in this

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

sense, is fundamental to students' overall well-being, facilitating personal and social

development that enables them to face the challenges of their daily lives with confidence

(Bourke, Cullen & Maunsell, 2024; Preinfalk-Fernandez, 2015).

Because CSE is grounded in reflection and dialogue, it also becomes a space for the

development of critical thinking and problem-solving skills. Through activities that simulate real-

life situations, teachers can teach students to evaluate information, analyse problems and make

assertive and ethical decisions. This critical training empowers young people, preparing them to

navigate with autonomy and responsibility the challenges and opportunities they will encounter

in their personal and social lives (Villalpando, Estrada-Gutiérrez & Álvarez-Quiroz, 2020;

Saeteros-Hernández, Pérez-Piñero & Sanabria-Ramos, 2018).

Teaching sexuality education from a professional praxis perspective involves a series of

competencies and attitudes that go beyond the simple teaching of content. CSE demands from

teachers constant reflection, adaptation to the context and openness to diversity, elements that

are essential to build an inclusive and safe educational environment. By integrating

technological tools, fostering critical thinking and offering effective emotional support, teachers

in sexuality education contribute to the formation of a critical and respectful citizenship of

diversity, aligned with the values of equity and social justice that are fundamental in today's

education (Álvarez-Reyes & Aveiga-Macay, 2023; Reyes-Torres et al., 2019).

By virtue of the above, the objective of the research is to generate a theorisation of teaching

practice in sex education from a connotation of professional praxis.

METHOD

This article was developed from a phenomenological approach, unveiling the subjective

experience of teachers who teach sexuality education, capturing how educators interpret and

make sense of their role, their challenges and the transformations they experience in their

professional educational practice. Phenomenology allowed us to explore the perceptions and

lived experiences of teachers, showing how they construct their educational work around values

such as inclusion, continuous updating and the development of critical skills in their students.

Ten key informants who teach in secondary education participated, selected for the purpose of

delving into their experiences and meanings attributed to the teaching of sexuality education.

Each informant was identified through an alphanumeric coding system that assigned specific

codes, such as DEB1, DEB2, DEB3, up to DEB10, in line with the phenomenological approach,

guaranteeing anonymity and allowing a differentiated and structured analysis of each

experience.

This coding facilitated the recognition of emerging patterns and themes in their narratives,

capturing their unique perspectives and shared experiences of teaching practice in sexuality

education. Through these codes, a deeper understanding of the meanings that each teacher

ascribes to their educational work was structured, revealing the commonalities and individual

interpretations that define their adaptation, reflection and engagement in a complex and

changing educational context.

The interviews were designed to understand how teachers perceive their role in sexuality

education, the processes of reflection and adaptation they go through, as well as the strategies

they use to address sensitive issues in their classrooms. Phenomenological analysis focused on

identifying key themes from the experiences narrated by teachers. A coding process was used

to extract the essential elements of their experiences, organising the data into categories

presented in Table 1.

RESULTS

Currently, teaching practice in the teaching of sexuality education is a fundamental aspect that

has a direct impact on the integral formation of students. In a world in constant evolution, where

social and cultural dynamics are in continuous transformation, it is essential that educators

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

adapt to the new realities related to sexuality. This adaptation involves not only updating

content, but also reflecting on the very beliefs and attitudes that teachers bring to the classroom.

By approaching sexuality education in an inclusive and scientific manner, educators can

promote a safe environment where students feel comfortable to explore topics often considered

taboo. In addition, teaching practice should focus on building critical skills that enable young

people to make informed decisions about their health and relationships, thus contributing to

their personal and social development. See Table 1.

Table 1. Teaching practice in the teaching of sexuality education.

Subcategories

Category

Shortcomings in public education

Theoretical and policy inputs

Inclusive theme

Update

Visual education

Incorporation of digital tools

Formative evaluations

Participatory and adapted

Student characteristics

Promoting active participation

Assertive decision-making

Troubleshooting

Collaborative activities

Pedagogical evaluation

Contextualised assessment

Pre-reading

Little individual work

Varied methodological strategies

Plenary

Little practice

Poor monitoring

Intervention by external institutions

Encouraging critical thinking

Emotional support

Talking about issues of interest

Institutional resources

Student input

Technological tools

Active communication

Reflective spaces

Teaching practice in the teaching of sexuality

education

Public education often faces shortcomings in the teaching of sexuality education, which can

result in a lack of adequate and up-to-date information for students. These shortcomings can be

attributed to limited resources, lack of teacher training and insufficient inclusion of relevant

topics in the curriculum. As a result, young people may receive confusing or misleading

messages about sexuality, limiting their ability to make informed and healthy choices. It is also

important to highlight the following testimony:

DEB2: The teaching practice in educational institutions, because it is a public

education and this goes hand in hand if we talk about public education, as most

public things have their shortcomings, we would like to have a little more

resources, but that does not mean that the educational institutions stop doing it.

In line with the above, it should be noted that teaching practice in educational institutions is

essential, especially in the context of public education. However, as a public system, it faces

certain limitations; often more resources would be desirable. Despite these difficulties,

educational institutions continue to carry out their educational work. Theoretical and normative

inputs, including legal frameworks and pedagogical guidelines that promote an inclusive and

respectful approach to sexual diversity, are therefore essential. By integrating these resources

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

into their practice, educators can provide sexuality education that is grounded in ethical and

scientific principles, ensuring that students receive accurate and relevant information. In this

regard, the following contribution is appreciated:

DEB2: there is an institutional set-up that is aligned with the national set-up and

there are some theoretical references in which we use as inputs and resources

to implement sexual education, diversity, inclusion, there are norms and laws

that exist in Colombia.

An institutional proposal is established that is aligned with the national guideline, supported by

theoretical references that serve as inputs and resources to implement sexuality education,

diversity and inclusion. In Colombia, there are norms and laws that support this approach. When

addressing sexuality education as an inclusive issue, it is essential to ensure that all learners

feel represented and respected. This approach involves recognising and valuing the diversity of

gender identities and sexual orientations, creating an environment in which young people can

explore and express their sexuality without fear of rejection. By fostering an open dialogue

about inclusion, educators contribute to building a more empathetic and understanding school

culture. Thus, the following testimony is appreciated:

DEB2: the teaching practice is given as it should naturally be given governed

and in the light of some standards, some principles, some guiding threads,

which oblige in a certain way that the institutional curriculum is aligned to this

national or global setting, since it is not only in Cúcuta Norte de Santander, as

this stopped being an exclusive issue some time ago, precisely to become an

inclusive topic.

Teaching practice develops naturally, guided by standards and principles that act as guiding

threads. These elements require the institutional curriculum to be aligned with national or global

guidelines. This approach is no longer limited to Cúcuta, Norte de Santander, but has evolved

into an inclusive theme that transcends the exclusivity of its original context. The constant

updating of teachers is essential in order to offer sexuality education that responds to

contemporary realities. As research advances and social perceptions of sexuality change,

educators must be prepared to incorporate new knowledge and approaches into their practice.

This updating not only improves the quality of teaching, but also enables teachers to address

sensitive issues with confidence and sensitivity. The following contribution should also be noted:

DEB3: I think that in recent years there has been progress in the way courses

and workshops have been presented in order to keep up to date.

There has been notable progress in the methodology for presenting courses and workshops.

This development has enabled educators and professionals to access more relevant and up-to-

date content. In addition, teaching strategies have evolved, incorporating new technologies and

pedagogical approaches. As a result, participants can acquire knowledge more effectively. This

transformation is crucial to foster lifelong learning in an ever-changing world. It ensures that

individuals remain informed and prepared for today's challenges. Visual teaching is a powerful

tool in sexuality education, as it facilitates the understanding of abstract and complex concepts.

By using visual resources such as infographics, videos and interactive presentations, educators

can engage students and facilitate more dynamic learning. This visual approach not only

enriches the educational experience, but also helps young people process information more

effectively. For this is supported by the following testimony:

DEB3: Teaching practice in the teaching of sex education at this time should

include this more visual, more audiovisual part, since our children, or rather, the

students, show more coupling, they feel less dispersed when information is

shown in a visual format.

Similarly, the incorporation of digital tools offers new opportunities for interactive and accessible

learning. Online platforms, educational applications and multimedia resources allow students to

explore sexuality issues autonomously and at their own pace. In addition, these tools can

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

facilitate communication and the exchange of ideas among students, promoting collaborative

and meaningful learning.

DEB3: Incorporating digital tools such as gamification can be a good tool for

teaching practice in this teaching, or multimedia that would enrich the lessons.

The inclusion of digital tools, such as gamification, represents a valuable strategy to enrich

teaching practice in the teaching process. In addition, the use of multimedia resources can

complement and enhance lessons, making learning more dynamic and interactive. These

innovations facilitate a more engaging and participatory approach, which in turn can improve

students' understanding. By integrating these technologies, a more immersive learning

environment is fostered. In this way, the educational experience is optimised and adapted to the

needs of the learners. Consequently, it opens up a range of possibilities for more effective and

motivating teaching. Formative assessments are a key component of sexuality education

teaching, as they allow educators to monitor learners' progress and adjust their practice

according to individual needs. These assessments, which include ongoing feedback and

practical activities, foster a reflective learning environment. By focusing on the process of

learning rather than just the outcomes, teachers can help students develop a deeper and more

critical understanding of the topics addressed. Thus the following testimony was evidenced:

DEB3: How to evaluate with questions, whether formative evaluations, providing

constructive feedback and constant reflection on teaching practice and seeking

continuous improvement in the light of new information.

The method of evaluation through questioning, including formative assessments, provides

constructive feedback and encourages continuous reflection on teaching practice. This

approach enables educators to identify areas for improvement and to adapt to new information

emerging in the educational environment. By analysing the results of these evaluations, it

facilitates the development of strategies to optimise teaching. It also promotes a cycle of

continuous improvement, in which teachers can adjust their methods and resources. This

ensures that the quality of education remains evolving, responding to the needs of students and

the changing environment. This process is fundamental to professional growth and the

strengthening of teaching. Thus, participatory and adaptive teaching in sexuality education is

essential to engage students in their own learning. By encouraging active participation,

educators can design activities that respond to the specific interests and needs of young

people, creating a more relevant and engaging learning environment. This adaptability allows

teachers to address relevant topics in a meaningful way, promoting a greater connection

between the content and students' everyday lives.

DEB4: Didactic practice in the teaching of sexuality education is participatory,

reflective and adapted to the needs of the learners. The topics are also adapted

according to the characteristics of the students, such as their age, level of

development and previous ideas about the subject.

Didactic practice in the teaching of sexuality education is carried out in a participatory and

reflective way, taking into account the specific needs of the students. The topics addressed are

adjusted to the characteristics of the students, taking into account factors such as age, level of

development and previous conceptions of the subject. This approach allows for the creation of a

more relevant and accessible learning environment, favouring a better understanding. In

addition, it seeks to involve students actively in the educational process, promoting meaningful

and contextualised learning. In this way, sexuality education becomes an enriching experience

adapted to the reality of each group. Recognising the individual characteristics of students is

fundamental to teaching practice, as each young person brings with them experiences, values

and beliefs that influence their understanding of sexuality. By considering these characteristics,

educators can personalise their teaching, ensuring that each student feels supported and

understood in their learning process. Thus, the following contribution is evident:

DEB4: Employ different types of strategies that encourage students' active

participation through activities to be carried out both individually and in groups.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

A variety of strategies are used that promote active student participation through activities

designed to be carried out both individually and in groups. These tactics seek to effectively

engage students, facilitating their learning and collaboration. By implementing these dynamics,

a more interactive and engaged learning environment is stimulated. This encourages the

development of social and teamwork skills, while respecting each student's individual learning

process. This holistic approach contributes to a richer and more meaningful educational

experience. Similarly, the teaching of sexuality education should focus on promoting assertive

decision-making among students. By providing accurate information and tools to assess

situations, educators can help young people develop the confidence to make informed choices

about their health and relationships. This approach not only fosters autonomy, but also prepares

students to face the challenges of everyday life. It is also evident in the following contribution:

DEB4: Raising awareness of assertive decision-making, affective

communication and strengthening critical thinking skills.

Developing problem-solving skills in sexuality education is fundamental to preparing students for

complex situations. By engaging young people in activities that simulate real-life scenarios,

educators can teach them to analyse problems, consider different perspectives and find

appropriate solutions. This practice not only improves students' ability to deal with challenges,

but also helps them to apply critical thinking in various areas of their lives.

DEB4: At an evaluative level, different activities are proposed in which it is

possible to analyse and demonstrate the knowledge acquired by the students.

For example, the activities to be carried out collaboratively allow students'

learning to be enriched, as well as resolving doubts and concerns among them.

It is evident that, in the area of assessment, various activities are proposed that allow students'

acquired knowledge to be analysed and evidenced. For example, collaborative activities favour

the enrichment of learning, while at the same time providing the opportunity to resolve doubts

and concerns jointly. This approach not only reinforces individual learning, but also promotes

interaction and mutual support among learners. This creates an environment in which students

can share their ideas and learn from each other, strengthening their understanding of the

content.

This evaluative process becomes a valuable tool for students' academic and social

development. Collaborative activities in teaching sexuality education allow students to work

together to explore and discuss complex issues. By encouraging teamwork, educators can

promote the exchange of ideas and experiences, enriching the learning process. These

activities not only strengthen interpersonal skills, but also create a sense of community and

support among young people, which is essential for addressing sensitive issues such as

sexuality. Thus, it is evident in the following testimony:

DEB4: As a teacher, I accompany the collaborative activities by observing how

the students work, and I am willing to deal with any doubts and concerns that

may arise in relation to the subject.

Teachers should accompany the collaborative activities by observing the students' work

process, showing an open attitude to resolve any doubts and concerns that may arise regarding

the subject matter. This promotes a learning environment in which students feel supported and

motivated to participate actively. Pedagogical evaluation in sexuality education is crucial to

ensure that learning objectives are being met effectively. This process involves gathering

information about learners' performance and reflecting on teaching practice. By conducting

assessments that consider both knowledge and social and emotional skills, educators can

adjust their approach and continually improve the quality of teaching. This is evidenced by the

following testimony

DEB4: once the execution of the activities and the approach to the topics have

been completed, there are spaces for socialisation and feedback, as well as

attention to doubts, in order to subsequently evaluate using different activities

and pedagogical strategies.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

Therefore, at the end of the execution of the activities and the treatment of the themes, spaces

are created for socialisation and feedback, where any doubts that may arise are addressed.

Subsequently, evaluation is carried out using various activities and pedagogical strategies.

These moments are fundamental to consolidate learning and ensure that all students

understand the contents addressed. Contextualised assessment therefore allows educators to

consider the specific environment and circumstances of their students. By designing

assessments that reflect the reality of young people, teachers can gain a more accurate

understanding of their learning and their ability to apply what they have learned in real-life

situations.

DEB4: Contextualised assessments are used to a greater extent in which

students are presented with a set of ICFES-type questions in preparation for

external tests.

Contextualised assessments, in which students are presented with a set of ICFES-type

questions, are mainly used to prepare them for external tests. This approach allows students to

become familiar with the format of these assessments and to develop skills necessary for their

performance. Similarly, pre-reading is a valuable tool in teaching sexuality education, as it

prepares students to actively participate in class discussions. By assigning relevant readings

prior to sessions, educators can encourage reflection and critical analysis of the topics to be

covered. This practice not only improves understanding of concepts, but also fosters a more

dynamic and participatory learning environment. Therefore, the following testimony should be

reviewed:

DEB5: There are several options where the teacher has already planned a topic

and tells the students in advance to read, right? To read on a certain page and

to bring their... well, their reflections on what they have read. They work in the

classroom in teams.

Similarly, there are various options where the teacher plans a topic in advance and asks the

students to read on a specific page. They are then asked to bring a reflection on what they have

read. In the classroom, work is done in teams, thus promoting collaboration and the exchange

of ideas among students. This method not only reinforces individual learning, but also fosters a

collective learning environment. In addition, little individual work may limit students' ability to

reflect on their own identity and experiences. While group activities are valuable, it is equally

important that educators provide opportunities for young people to engage in self-analysis and

develop their personal understanding of the topics covered. This balance between individual

and collaborative work is conducive to more holistic and meaningful learning. In addition, the

following input should be noted

DEB5: In sex education it is very rare that I work individually because the idea is

knowledge, but of all of us as human beings, right? What we think, what

everyone internalises and what everyone sort of... according to their beliefs and

according to their family, because that also has a lot of influence.

As such, it is rare for sexuality education to be approached individually, as the focus is on

collective knowledge as human beings. Each person brings his or her thoughts, experiences

and beliefs, which are influenced by his or her family and social context. Furthermore, the

implementation of varied methodological strategies is essential to meet the diverse needs of

learners. By combining approaches such as debates, role-plays, case studies and creative

projects, educators can maintain the interest and motivation of young people. This variety not

only enriches the learning process, but also allows students to approach issues from different

perspectives, promoting deeper understanding. Therefore, the following contribution is

appreciated:

DEB5: So what is enriching is that these activities are planned by the teacher in

groups and that various methodological strategies are also used, videos,

images, case studies.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

In the same way, it is noted how valuable the activities are for the teacher to organise them in

groups, using various methodological strategies such as videos, images and case studies.

These tools enrich the learning process and facilitate the active participation of students.

Plenary sessions in sexuality education provide a space for all students to share their ideas and

reflections on the topics addressed. This format allows for an open and respectful dialogue,

where doubts can be clarified and perspectives can be exchanged. By creating a safe

environment in plenary sessions, educators contribute to building a learning community that

values diversity of opinions and experiences. For which the following testimony is appreciated:

DEB5: The plenary is to hear how each team came to their conclusion, what

they thought was good, what needs to be changed, or what I learned, or what

myths I solved and it is very interesting.

It is appreciated that the plenary allows to listen to the conclusions of each team, resulting in an

exchange of ideas on what they considered positive, what could be improved and what myths

they managed to demystify, which is very interesting for all involved. Therefore, little practice

can limit the application of concepts in everyday situations. It is essential that educators provide

students with opportunities to practice what they have learned, whether through simulations,

role-playing or guided discussions. This practice not only reinforces learning, but also prepares

young people to face real-life situations with greater confidence and competence.

DEB6: Teaching practice in the teaching of sexuality education from my point of

view is really poor.

Similarly, it is apparent that from the perspective of some in the education field, teaching

practice in sexuality education is quite limited. As a result, poor follow-up in the teaching of

sexuality education can lead to a lack of understanding and application of the content by

students. It is important for educators to implement follow-up mechanisms that allow them to

monitor their students' progress and offer additional support when necessary. This

accompaniment not only improves learning, but also helps young people to feel supported in

their educational process. It is therefore relevant to review the following contribution:

DEB6: in many cases limited to the implementation of the PESCC project,

which in most cases is not implemented, monitored and evaluated.

Similarly, it can be seen that this practice is often restricted to the implementation of the PESCC

project, which is rarely carried out effectively, without adequate monitoring and evaluation. The

intervention of external institutions can provide valuable resources and expertise to complement

classroom teaching. By collaborating with specialised organisations, educators can enrich their

curriculum with up-to-date information and innovative approaches. These collaborations not only

benefit teachers, but also provide students with a broader perspective on sexuality issues. The

following contribution is therefore appreciated:

DEB6: In the educational institution, sex education is not given the respective

importance and when a subject is addressed, it is due to single planning or to

the intervention of external institutions, as is the case of the National Police.

In educational institutions, sexuality education does not receive due attention and, when it is

addressed, it is often through isolated planning or with the intervention of external entities, such

as the National Police. Therefore, encouraging critical thinking in sexuality education is essential

for students to be able to analyse and evaluate information effectively. By encouraging

questioning and reflection on the messages they receive from various sources, educators help

young people develop skills that will enable them to make informed and responsible decisions in

their personal lives. This critical approach also promotes autonomy and self-confidence. In this

regard, the following testimony should be explored:

DEB7: Teaching practice in the teaching of sexuality education involves

creating a safe and inclusive environment, encouraging critical thinking

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

Teaching sexuality education should create a safe and inclusive environment that encourages

critical thinking among students. Emotional support is crucial for students to feel safe in

addressing sensitive topics. Educators must be prepared to provide a supportive environment

where young people can express their concerns and experiences without fear of judgement.

This emotional accompaniment not only facilitates learning, but also contributes to students'

overall well-being, helping them to cope with challenges that may arise in their personal

development. This is evidenced by the following testimony:

DEB7: accurate information and emotional support for students in their overall

development.

Providing accurate information and emotional support is essential for the holistic development of

students. Similarly, talking about issues of interest is essential to capture students' attention and

keep them engaged. By identifying and addressing issues relevant to young people's lives,

educators can create a more meaningful and engaging learning space. This approach not only

encourages active participation, but also ensures that students feel heard and valued in their

experiences.

DEB8: Teaching practice has a limit, since one cannot talk about certain topics

that are considered taboo in society, and also to prevent adolescents and

parents from believing that what one is doing is inciting them to initiate their

sexuality and not what we are really looking for, that they learn everything they

really need to be able to initiate it. The tools that we as teachers use depend a

lot on the resources that each institution has.

Teaching practice faces limits, as there are topics that are considered taboo in society, which

can lead to misunderstandings among adolescents and parents about educational intent.

Institutional resources play an important role in teaching sexuality education, as they provide

educators with tools and materials that enrich the curriculum. By taking advantage of these

resources, teachers can provide a more comprehensive and diversified education, ensuring that

students have access to accurate and up-to-date information. These institutional inputs are

essential to support teaching practice and improve the quality of teaching. The following

testimony should also be highlighted:

DEB8: teachers seek to address the topic, these topics through videos,

brochures, debates within the classroom where each of the students can

express the information they have and find out how they obtained it so that they

can start from there and resolve possible doubts that are discovered during the

contributions of each of the students.

Teachers seek to address these issues through the use of videos, handouts and class

discussions, where students can express their knowledge and clarify doubts that arise during

the discussion. In addition, student input in sexuality education is valuable, as it allows

educators to better understand young people's perspectives and experiences. By fostering an

environment where students' contributions are valued, teachers can adapt their teaching to

reflect the interests and needs of the group. This collaborative approach enriches the learning

process and promotes a sense of belonging among young people. Therefore, the following

should be highlighted:

DEB8: Well, nowadays there are many podcasts, many blogs, videos that have

a lot of interesting and relevant information, but this is mostly used by teachers

to complement the subject of the class and help to take advantage of the fact

that now most students have a mobile phone and one can access these types

of tools.

Nowadays, there are numerous resources such as podcasts, blogs and videos containing

relevant information, which teachers use to complement lessons, taking advantage of the fact

that many students have access to mobile phones. Technological tools offer new possibilities,

facilitating more interactive and accessible learning. By incorporating digital resources, such as

videos, online platforms and educational applications, educators can engage students' attention

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

and promote their active participation. These tools not only enhance understanding of concepts,

but also prepare young people to navigate an increasingly digital world.

DEB9: Technological media such as slides, videos or images are often used to

help exemplify what we are trying to explain to the students, ask questions,

resolve doubts and always maintain active communication with the student.

DEB10: Well, it's about using different platforms that exist as educational

capsules so that they learn, some links that encourage participation, delving into

different knowledge, debate, round table feedback, group and individual work.

Similarly, it should be noted that technological tools such as slides, videos and images are used

to help illustrate what is being taught, promoting questions and clarifying doubts, while

maintaining active communication with students. Creating reflective spaces in the teaching of

sexuality education allows students to explore their thoughts and emotions in relation to their

sexuality. These spaces can include debates, discussion groups and self-reflection activities,

where young people have the opportunity to share experiences and learn from each other. By

facilitating these reflections, educators foster a deeper and more personal understanding of the

issues addressed, promoting meaningful learning.

4DEB10: in transversal studies, the children do, participate, evaluate

continuously, one is planning one's classes in the classroom, making the

spaces more and more reflective.

Also, in cross-curricular studies, students participate and evaluate continuously, which allows

the teacher to plan lessons that provide spaces for reflection.

Theorising about teaching practice in the teaching of sexuality education.

Teaching practice in sexuality education is today positioned as a key component for the

comprehensive development of students. This area of teaching demands from educators a

capacity for adaptation that integrates both pedagogical advances and changing social

demands, understanding sexuality education not only as a subject, but as a formative process

that promotes autonomy and respect for diversity in a constantly evolving cultural and social

context.

In public education systems, the teaching of sexuality education is constrained by chronic

under-resourcing, fragmented policies and often insufficient institutional support. This situation

forces teachers to innovate their methods and sometimes rely on external interventions, such as

the involvement of specialised institutions. However, this fragmented approach and dependence

on external resources underlines the need for unified education policies that support a

comprehensive sexuality education programme, capable of responding to both national policy

frameworks and local needs. Sexuality education thus becomes an essential educational right,

the full implementation of which will depend on a strong educational infrastructure and

sustained institutional commitment.

Inclusion and respect for diversity are fundamental principles in the teaching of sexuality

education. In the classroom, this inclusion translates into practices that recognise and value the

plurality of sexual identities and orientations. Educators should strive for a safe and empathetic

environment where students can feel accepted and understood. This approach not only fosters

a culture of respect and belonging, but also strengthens students' self-esteem, providing them

with a solid foundation to explore their own identities without fear of prejudice. From a

pedagogical perspective, this inclusive practice is closely linked to human rights, shaping

sexuality education that focuses on holistic development and the recognition of diversity.

Constant updating is a key requirement for sexuality education teachers. This process not only

involves keeping up to date with scientific and pedagogical advances in the field, but also

adapting practice to social and cultural changes that affect perceptions of sexuality. Updating

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

teachers also allows educators to integrate new methodologies, such as the use of digital tools

and visual resources, which facilitate the teaching of sensitive and complex topics. In this sense,

the role of the teacher expands, becoming a facilitator who uses up-to-date and contextualised

resources, promoting sexuality education that responds to the realities and needs of each

generation.

The incorporation of digital tools transforms teaching practice in sexuality education, promoting

active learning adapted to students' current contexts. Gamification, audiovisual resources and

interactive platforms offer students the opportunity to explore and understand content at their

own pace, promoting a dynamic and meaningful learning experience. These digital resources

are key to engaging students, providing them with an environment in which they can explore

complex topics autonomously and through familiar media. This transformation is based on

theories of meaningful learning, in which students become the protagonists of their learning.

Formative assessment is fundamental in sexuality education, as it goes beyond the simple

measurement of knowledge and becomes a process of accompaniment. Through formative

assessment, teachers monitor students' progress and provide continuous feedback that

encourages critical reflection and a deeper understanding of the issues being addressed. This

approach allows students to develop not only academically, but also in their capacity for self-

reflection and analysis. In practice, formative assessment applied to sexuality education

facilitates learning that is adapted to students' experiences and needs, creating a pedagogical

space in which learning is personalised and contextualised in everyday life.

Therefore, fostering participatory learning in sexuality education involves designing activities

that promote decision-making and autonomy. Educators who employ collaborative and inclusive

methodologies not only motivate learners to be actively involved, but also reinforce learners'

ability to make informed and responsible decisions about health and relationships. This

pedagogical approach, which focuses on the student as an active agent in their own learning,

not only allows for greater understanding of the issues, but also results in greater engagement

on the part of students, who find in the classroom a space for personal expression and

reflection.

Sexuality education does not only involve the transmission of technical or scientific content, but

also demands a safe and emotionally sensitive environment. Teachers play a crucial role in

creating supportive spaces where students can openly discuss their experiences and emotions

without fear of judgement. This emotional approach enables students to develop a healthy and

confident self-understanding of their sexual identity, approaching sexuality education from a

perspective that transcends theoretical knowledge and focuses on students' emotional and

interpersonal development. Pedagogy argues that this holistic approach is fundamental to

strengthening young people's identity and emotional well-being at a critical stage of their

development.

Critical thinking and problem solving are essential skills in sexuality education, as they enable

students to approach real-life situations with responsibility and reflection. Through activities that

simulate complex situations, teachers promote students' ability to analyse, evaluate and solve

problems in an informed and ethical manner. This critical training is essential for students to

develop autonomy in their decisions and in their personal relationships, preparing them to face

the challenges of their daily lives with a solid foundation of knowledge and values.

Overall, the theory of teaching practice in sexuality education is based on a set of principles that

seek to balance pedagogical innovation, inclusion and adaptation to context. This practice not

only responds to the need for sexuality education, but also becomes an agent of social change,

empowering students and promoting a sense of respect, responsibility and autonomy. In an

educational context characterised by diversity and constant change, sexuality education is an

opportunity to build critical and empathetic citizens, aware of their rights and responsibilities,

and able to act ethically and reflexively in their interpersonal relationships.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Teaching practice in sex education from a connotation of professional practice

Práctica docente en la educación sexual desde una connotación de la praxis profesional

Zaida Karina Mendoza-Delgado

Thus, the role of teaching practice in sexuality education goes beyond imparting knowledge; it is

about creating learning spaces where students feel supported, listened to and empowered to

make informed and responsible decisions. In this process, teachers become guides and

facilitators of learning that, more than content, offers students tools to live their sexuality in a

healthy, respectful and empowered way, within a society that values diversity and inclusion as

pillars of coexistence.

CONCLUSION

The theorisation of teaching practice in sexuality education, approached from a

phenomenological perspective, shows that this work involves a series of competencies and

attitudes that go beyond the mere transmission of knowledge and are oriented towards a

committed and reflective professional praxis. The participation of 10 key informants made it

possible to unravel the meanings and values that teachers attribute to their role in this area,

highlighting the importance of an inclusive, up-to-date and ethical approach that responds to the

diverse needs and realities of students. This theorisation shows how teachers build their

practice around adaptability, respect and the development of critical skills, configuring sexuality

education as an integral formative space and contributing to the strengthening of a school

culture that promotes equity, respect and reflection on sexuality and diversity.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in research.

ACKNOWLEDGEMENTS

To all those involved in the research.

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