Student teachers' cognitions to integrate comprehensive sexuality education into their future teaching practices in Ecuador

dc.creatorValcke, Martin
dc.creatorCastillo Nuñez, Jessica Ercilia
dc.creatorDerluyn, Ilse
dc.date.accessioned2020-03-02T19:35:49Z
dc.date.accessioned2022-10-20T23:22:21Z
dc.date.available2020-03-02T19:35:49Z
dc.date.available2022-10-20T23:22:21Z
dc.date.created2020-03-02T19:35:49Z
dc.date.issued2019
dc.identifier0742-051X
dc.identifierhttp://dspace.ucuenca.edu.ec/handle/123456789/34071
dc.identifierhttps://www.sciencedirect.com/science/article/pii/S0742051X18302178?via%3Dihub
dc.identifier10.1016/j.tate.2018.12.007
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4616836
dc.description.abstractStudent teachers play a crucial role in the future implementation of sexuality education. In Spanish-speaking contexts however, research on this topic is scarce, especially regarding student teachers’ perspectives towards their implementation of sexuality education. This study examines the association between Ecuadorean student teachers' cognitions towards Comprehensive Sexuality Education (CSE), and how this interacts with their gender, previous education and subject and their behavioural intention to implement CSE. Analysis of data from N = 141 student teachers, showed that positive attitudes and high self-efficacy beliefs are significantly associated with behavioural intention to teach CSE. Implications for teacher education and further research are discussed. © 2018 Elsevier Ltd
dc.languagees_ES
dc.sourceTeaching and Teacher Education
dc.subjectEcuador
dc.subjectCognitions
dc.subjectSexuality education
dc.subjectStudent teachers
dc.titleStudent teachers' cognitions to integrate comprehensive sexuality education into their future teaching practices in Ecuador
dc.typeARTÍCULO


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