INSPECTORS AND FUTURES INSPECTORS’ CONCEPTIONS RELATING TO SEXUALITY EDUCATION

Year 2016, Volume: 5 , 166 - 172, 01.09.2016

Sabah Selmaoui Taoufik El Abboudi Abdelkader Ouhtit Boujemaa Agorram Salah-eddine Khzami Anouar Alami

Abstract

The sexuality
education remains a controversial issue in Morocco. Generally, in our society,
the topics related to sexuality are social taboo that people avoid approaching
by decency, especially with young people. The implementation of this
education in school curricula meets obstacles socio-cultural. In this present work, we are interested in the inspector’s
and future inspector’s conceptions about sexual education because they are the
main actors in the didactic transposition. They participate in development and
revision of curricula and syllabuses and they participate in teacher’s
mentoring and supervision. The inspector’s beliefs and values have an influence
in this didactic transposition. In this topic of strong educational
range, conception can be analyzed as interaction between three poles:
scientific knowledge (K), values (V) in a very broad sense (opinions,
convictions, social representations, beliefs, ideologies), and social practices
(P) either professional, families, or citizen according to the model KVP
offered by Clement (2004; 2006),We used a questionnaire prepared jointly within
the European project Biohead-Citizen , sent to the inspectors and futures
inspectors.

We present the results and we analyze and discuss the results concerning
the age to which certain topic of sexual education should be taught for the
first time in school. In this topic, the conception could be deeply
rooted not only in scientific knowledge but also in value systems and social
practices.

Keywords

Conception, sexuality education, inspectors and futures inspectors

References

• Astolfi, J.P., (1978). Les représentations des enfants. Revue française de Pédagogie, 45. Paris Astolfi J.P., (1985). Procédures d’apprentissage en sciences expérimentales. INRP, Paris. Carvalho G., Clément P., Bogner F. (2004). Biology, Health and Environmental Education for better Citizenship. STREP CIT2-CT-2004-506015, E.C., Brussels, FP6, Priority 7. http://www.biohead-citizen.net Clément, P. 1998. La Biologie et sa Didactique. Dix ans de recherches. Aster, 27, 57-93 Clément, P., 2004. Science et idéologie : exemples en didactique et épistémologie de la biologie. Actes du Colloque Sciences, médias et société. ENS-LSH, pp.53-69 http://sciences-medias.ens-lsh.fr Clément, P., 2006. Didactic Transposition and the KVP Model: Conceptions as Interactions Between Scientific Knowledge, Values and Social Practices. In ESERA Summer School. Universidade do Minho, IEC, Braga (Portugal), pp.9-18. Giordan, A., de Vecchi, G., 1987. Les origines du savoir : des conceptions des apprenants aux concepts scientifiques. Paris : Delachaux Niestlé. Selmaoui S., Khzami S., Agorram B. (2008). Les attentes des jeunes marocains concernant la reproduction humaine et la sexualité. Communication orale dans le colloque sur l’éducation à la santé. 15ème congrès de l’association Mondiale des Sciences de l’Education (AMSE), tenu à l’Université Cadi Ayyad, Marrakech du 2 au 6 Juin 2008 sous le thème : « Mondialisation et Education : Vers une société de la connaissance ». Selmaoui, S. ; Agorram, B. ; Khzami, S. ; Elabboudi, T. & Berger, D. (2010). Sexuality education: analysis of Moroccan teachers’ and future teachers’ conceptions. US-China Education Review in issue Journal of US-China education review; Vol.7, No.8, 2010. ISSN1548-6613 USA. Tiberghien, A., Delacote, G., (1976). Manipulation et représentations de circuit électrique simple par des enfants de 7 à 12 ans. Revue Française de Pédagogie N° 34. INRP. WHO(1999). Preventing HIV/AIDS/STI and related discrimination: an important responsibility of health promoting schools. WHO information series on school health. WHO Editor Geneva. WHO (2004).Word Health Organization