성평등 관점의 성교육을 실천하는 보건교사의 경험에 관한 내러티브 탐구 = A Narrative Inquiry of Health Teachers' Experience in Practicing Sexuality Education from Gender Equality Perspective

다국어 초록 (Multilingual Abstract)

Objectives The purpose of this study was to conduct a narrative inquiry into the motivations for practicing sexuality education provided by health teachers and the various practice experiences of sexuality education from a gender equality perspective.
Methods Six health teachers who practice sexuality education from a gender equality perspective were selected as participants in this study. By collecting stories about their experience in practicing sexuality education from a gender equality perspective and going through the process of reexamining the research purpose and research puzzle, the intermediate text was processed based on the three axes of narrative inquiry: temporality, sociality, and space (place). The intermediate text was interpreted and analyzed with evidences based on the perspective of the research puzzle and previous research and theory and presented as a research text.
Results The meaning of the health teacher's experience of practicing sexuality education from a gender equality perspective was derived by classifying it into three dimensions: personal justification, practical justification, and social justification. First, in terms of personal justification, it was derived as ‘awareness of gender inequality and growth gained from it’, ‘self-reflection and internalization of gender equality perspective’, and ‘establishing teacher identity as a minority in school space’. Second, in terms of practical justification, it was derived as ‘approaching everyday life as unfamiliar and making gender equality a habit’, ‘expanding the perspective of gender equality to the periphery’, and ‘changing perception of feminism’. Third, in the social justification dimension, it was derived as ‘implications of the implementation process for generalization of gender equality education’, ‘desire to improve structure for efficient practice of gender equality education’, and ‘clarification of support for gender equality education policy’.
Conclusions This study about the current state of sexuality education from a gender equality perspective provides meaningful data to prepare practical support measures, suggests new practice and processes to solve problems in school sexuality education, and contributes to find the alternatives for various changes in the sexuality education field in the future.