Abstract

This theoretical review goes over the different theoretical variables and constructs that could condition teacher intervention in relation to CSE curricular contents, since teachers’ experiences affect the pedagogic decisions they make. The theoretical model includes the constructs of sexual conduct, teacher training, and teacher self-efficacy for sexual education. Sexual behavior is operationalized by the theoretical variables of sexual abuse, sexism, attitude toward sexuality, dogmatic and permissive religiousness, and social, pair and family constructions. Sexual education in teacher training includes the variables in elementary school, high school, university and any further training. The conclusion is that teachers must review their own sexual experiences to deconstruct their understanding and to become an appropriate model for the pedagogic praxis of CSE contents.

Key words: Teacher training, sexual behavior, self-efficacy, comprehensive sexual education, theoretical model.