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

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