Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/52243

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dc.contributor.authorVilaça, Teresapor
dc.date.accessioned2018-03-13T14:09:36Z-
dc.date.issued2017-
dc.identifier.citationVilaça, T. (2017). A multiple case study based on action-oriented sexuality education: Perspectives of Portuguese teachers. Health Education, 117(1), 110-126.por
dc.identifier.issn0965-4283-
dc.identifier.urihttp://hdl.handle.net/1822/52243-
dc.description.abstractPurpose – The purpose of this paper is to discuss teachers’ practices, barriers and facilitating factors associated with a regional school-based action-oriented sexuality education (SE) project with the use of information and communication technology. Design/methodology/approach – This qualitative research was anchored in a constructivist paradigm, set up as a multiple case study (six schools) with exploratory aims. Observation, teacher group interview, online class-diaries and contents of the project website were used for data collection. Cross-case analysis was carried out following single case analyses. Findings – It was found that when teachers attend in-service teacher education and training they develop professional competences to act as facilitators of students’ inquiry-based learning on action-oriented knowledge and on carrying out collective actions to promote sexual health and well-being. Collaborative and reflexive work among teachers emerged as a facilitator factor and SE integration in the school curriculum as the principal barrier. Research limitations/implications – The results of the cross-case analysis of this qualitative research based on single cases developed in their own social contexts can only be generalized with caution to other similar contexts. Practical implications – Despite the limitations of this study, it has great importance for both research and practice as it contributes to the evidence regarding the implementation of the combined action of the democratic approach (participatory and action-oriented) and the use of ICT on SE. Originality/value – This paper provides important information for those working on school health education projects, particularly considering how action-oriented SE is applied in different contexts.por
dc.description.sponsorshipCIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal; Fundação para a Ciência e Tecnologia-FCT (Foundation for Science and Technology) in the ambit of the Research Fellowship in foreign countries SFRH/BSAB/113780/2015, and conducted in collaboration with the AU IDEAS Pilot Centre Schools for Health and Sustainability, at the School of Education, Aarhus University, Denmarkpor
dc.description.sponsorshipThis study was funded by the Fundação para a Ciência e Tecnologia-FCT (Foundation for Science and Technology) in the ambit of the Research Fellowship in foreign countries SFRH/BSAB/113780/2015, and conducted in collaboration with the AU IDEAS Pilot Centre Schools for Health and Sustainability, at the School of Education, Aarhus University, Denmark. It was also funded by Fundo Europeu de Desenvolvimento Regional (FEDER) through the COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) in the CIEC (Research Centre for Child Studies at the University of Minho) with POCI-01-0145-FEDER-007562 reference.por
dc.language.isoengpor
dc.publisherEmeraldpor
dc.relationinfo:eu-repo/grantAgreement/FCT/5876/147313/PTpor
dc.rightsclosedAccesspor
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/por
dc.subjectTeachingpor
dc.subjectCase studiespor
dc.subjectHealth promoting schoolspor
dc.subjectTeacherspor
dc.subjectSexuality educationpor
dc.subjectActionpor
dc.subjectAction competencepor
dc.subjectSex educationpor
dc.subjectAction and action competencepor
dc.titleA multiple case study based on action-oriented sexuality education: perspectives of the portuguese teacherspor
dc.typearticlepor
dc.peerreviewedyespor
dc.relation.publisherversionhttps:// doi.org/10.1108/HE-02-2016-0006por
degois.publication.firstPage110por
degois.publication.lastPage126por
degois.publication.issue1por
degois.publication.volume117por
dc.identifier.doi10.1108/HE-02-2016-0006por
dc.subject.fosCiências Sociais::Ciências da Educaçãopor
dc.description.publicationversioninfo:eu-repo/semantics/publishedVersionpor
dc.subject.wosScience & Technologypor
sdum.journalHealth Educationpor
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