Inclusive relationships, sex and health education: Why the moral panic?

There are an estimated 50,000 LGBT teachers in English schools. In common with all workplaces, under the Equality Act 2010, schools have a responsibility to protect Lesbian, Gay, Bisexual and Transgender (LGBT) teachers from harassment in the workplace. From September 2020, for the first time, schools in England have been required to teach Relationships, Sex and Health Education (RSHE) that is inclusive of LGBT relationships. Representatives of faith communities and parents of school children in Birmingham and other major cities have protested outside school gates in opposition to the introduction of LGBT inclusive RSHE. This article explores what is at the heart of the moral panic about the inclusion of LGBT identities in the curriculum. As schools introduce inclusive RSHE, we must consider the impact of protests on LGBT teacher health, well-being and identity. More than half of LGBT teachers have suffered from anxiety or depression linked to their sexual identity and role as a teacher and so supportive and unequivocal support and intervention is needed to ensure schools are safe places, free from hostility, for LGBT teachers, pupils and their families.

COMPETENCE-ORIENTED FORMATION OF TEACHERS' INDIVIDUAL HEALTH PRESERVATION IN THE SYSTEM OF CONTINUING PEDAGOGICAL EDUCATION

The requirements for up-to-date professional training of teachers provide for the formation of competencies that are close to the teacher's individual health preservation competence and are formed simultaneously with its components.The purpose of the article is to reveal the competence aspects of the formation of teachers' individual health preservation in the system of continuing pedagogical education.The consistency of the components of the individual health preservation competence with the competencies defined in the draft standard of teacher training is theoretically substantiated. The peculiarities of the components of individual health preservation competence formation in the process of continuing pedagogical education are shown, in particular, during the study of the course “Technologies of teacher's individual health preservation and professional burnout prevention” and the preventive program “Teacher's Health”.The proposed measures of formal and non-formal education, which are focused on the formation of the components of individual health preservation competence in future teachers and teachers-practitioners, allow to influence the formation of professional competencies defined by current standards.Kеуwоrds: teacher, health, individual health preservation competence, professional standard, continuous pedagogical education.

Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health

High lesson quality in schools is, in addition to other factors, the result of good cooperation between teachers and students. The long history of research on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid effects of perceived injustice and rejections of feedback which otherwise are severe obstacles to the efficient use of feedback. High-frequency applications of feedback allow for the timely detection of (positive and negative) critical fluctuations of cooperation between individuals and groups and for the monitoring of processes of adaptation, as shown in other areas of applied psychology. This chapter describes the theoretical parameters of such a feedback method for students and teachers, and outlines results of an empirical study on the effects of the reciprocal method on (1) perceived quality of cooperation and (2) teacher health. Results show that, subsequent to a three-month period of reciprocal feedback, the quality of cooperation as perceived by both students and their teachers increases significantly and teacher health scores improve significantly. Reciprocal feedback techniques should be considered in teacher education and teacher training as a way to help teachers to initiate processes of improvement of lesson quality.

Kompetensi Pedagogik Guru dalam Melaksanakan Standar Proses Kurikulum PAI 2013 Edisi Revisi di SMK PGRI Pekanbaru

This research is motivated by the implementation of the Revised Edition 2013 PAI Curriculum Process Standard which is still relatively low. Therefore, this study aims to: 1) determine the pedagogical competence of teachers in implementing the Revised Edition 2013 PAI Curriculum Process Standards at SMK PGRI Pekanbaru; and 2) knowing the factors that affect the pedagogical competence of teachers in implementing the Revised Edition 2013 PAI Curriculum Process Standards at SMK PGRI Pekanbaru. This type of research is a descriptive research conducted at SMK PGRI Pekanbaru. The population in this study were 1 teacher in the field of Islamic Religious Education, namely, Mr. Farizal., S.Ag., at SMK PGRI Pekanbaru. In this study, researchers took a saturated sampling technique. The data collection techniques used were observation, questionnaires, tests, and documentation. The data collected was then analyzed using SPSS version 18.00 for Windows. Based on the results of this study, it can be concluded that the pedagogical competence of teachers in implementing the Revised Edition 2013 PAI Curriculum Process Standards at SMK PGRI Pekanbaru is classified as "Good". The factors that affect the pedagogical competence of teachers in implementing the Revised Edition of the 2013 PAI Curriculum Process Standards are: 1) teacher educational background; 2) teachers' experiences in teaching; 3) teacher health; 4) teacher income; 5) educational facilities; 6) discipline in work; and 7) school supervision.