This PhD dissertation investigates how to develop a comprehensive and practice-oriented sexuality education in teacher training. The project places particular emphasis on reducing the gap between theory and practice, promoting ethical and norm-critical action competence, and creating a concrete model for teaching sexuality within the science subject. The dissertation is grounded in a design-based research approach (DBR), in which practical teaching designs and theoretical perspectives are iteratively tested, evaluated, and further developed. The work consists of three articles:

• Article 1 (A1): Focuses on how practice-oriented skill training—through the “Pubertetsløypa” (Puberty Path)—can reduce the gap between theory and practice in teacher education.
• Article 2 (A2): Investigates how, through the Pubertetsløypa, pre-service teachers can develop a norm-critical and ethical action competence in sexuality education.
• Article 3 (A3): Presents a model for comprehensive sexuality education in science subjects, based on findings from the first two articles, and discusses how this model can function as a “mediating artifact” in teacher education.

Below is a combined presentation of the dissertation’s theoretical foundation, methodological approach, findings, and implications for teacher education.

Background and Theoretical Framework

The Need for a Comprehensive and Practice-Oriented Teacher Education

Many pre-service teachers find that the theoretical instruction they receive on campus often feels disconnected from the realities of the classroom. This “theory-practice gap” can lead to a fragmented education in which students fail to see the relevance of theoretical knowledge (A1). Research also shows that teachers feel unprepared to address sensitive and demanding topics such as sexuality. It is not only about conveying factual information but also about developing ethical and emotional competence to manage students’ questions and concerns (A2).

The Pubertetsløypa as Context

The “Pubertetsløypa” is a teaching design developed to provide pre-service teachers with skill training in a scaled-down yet realistic setting. Elementary school pupils are invited to campus for station-based teaching, with the pre-service teachers responsible for planning, implementation, and reflection. The Pubertetsløypa connects theoretical principles to practical exercises and offers immediate experience in teaching about the body, puberty, sexuality, and relational issues. In this way, it creates a space to explore how theory can actually be translated into practice (A1).

Sociocultural Perspective and Design-Based Research

The dissertation adopts a sociocultural learning perspective (Vygotsky, 1978), emphasizing “mediation.” This implies that learning is shaped by social, cultural, and material tools. In this context, the Pubertetsløypa and its accompanying teaching approach (the CSE model) are viewed as “mediating artifacts,” i.e., structured tools that support pre-service teachers in developing both knowledge and professional skills (A3). Methodologically, the project builds on design-based research (DBR), which combines practical development work and research in iterative cycles.

Article 1 (A1): Dualism Between Theory and Practice in Teacher Education

Main Findings

The first article (A1) demonstrates that students’ perception of theory becomes more relevant and meaningful when they link knowledge directly to practice-oriented skill training. Through focus group interviews with 20 pre-service teachers, it emerged that practical exercises, combined with guidance in a safe learning environment, increased the students’ sense of mastery and motivation. Among other findings, the students reported:

• An “immediate understanding” of how theoretical perspectives—on norms, puberty, and embodied learning, for example—actually matter when facing pupils’ questions.
• That the close proximity in time and place between their campus-based teaching and the theoretical instruction in their teacher education reduced the experience of the “theory-practice dualism.”
• Implications

This article argues that a practice-oriented approach should not be confined only to short practicums in schools but should also be integrated into campus-based instruction. The Pubertetsløypa provides students with a “rehearsal room” for sensitive topics, where mistakes and uncertainties can be addressed before they become fully qualified teachers.

Article 2 (A2): Norm-Critical and Ethical Action Competence

Main Findings

The second article (A2) explores how the Pubertetsløypa can help pre-service teachers develop ethical action competence and a norm-critical approach. Data from three iterations of design-based research indicate that:

• Many view sexuality education as emotionally challenging and “personal” because it deals with norms, identity, boundaries, and relationships.
• Working with station-based teaching on campus—where students encounter real pupil questions—prompts deeper reflection on personal values and attitudes.
• Students report becoming more aware of how to teach about gender diversity and sexuality in an inclusive way, although this remains an area of uncertainty.

Ethical and Norm-Critical Awareness

The article points to the need for teacher education programs to better facilitate reflection on ethical dilemmas. By challenging heteronormative and binary perspectives, pre-service teachers can be trained to meet the diversity of their pupils in a way that acknowledges different identities and experiences. This requires:

1. Theoretical knowledge of norm criticism and human rights.
2. Skills to handle real and unforeseen questions from pupils.
3. Safe spaces for dealing with personal uncertainty, discussion, and guidance during training.

Article 3 (A3): A Comprehensive CSE Model for Science

Main Findings

Based on insights from A1 and A2, Article 3 (A3) presents a model for comprehensive sexuality education within the science curriculum, referred to as the Comprehensive Sexuality Education Model (CSE). The model is grounded in sociocultural theory and the DBR framework. The main arguments include:

• Viewing CSE as a “mediating artifact” in teacher education can offer pre-service teachers a tool that clarifies teaching practice, planning, and reflection related to sensitive content.
• The model connects knowledge (e.g., anatomy, physical development, contraception) with skills (practice-oriented teaching, handling difficult questions) and attitudes (norm criticism, ethical awareness).
• The articles highlight how such a model can counter fragmented and one-sided biomedical sexuality education and instead create space for discussions about values, diversity, consent, and relationships.
• Implementation and Transferability

Article 3 discusses how the model can be adapted to various educational contexts both nationally and internationally, as well as how it helps bridge the gap between curriculum intentions and real-world challenges. The model provides pre-service teachers with a structured way to:

1. Reflect on their own expectations and attitudes.
2. Plan and carry out sexuality education in a scientifically grounded and inclusive manner.
3. Evaluate and adjust their teaching through collegial reflection and student feedback.

Conclusions and Further Work

Contribution of the Dissertation

Through the three articles, the dissertation shows that it is possible to create a more integrated and practice-oriented teacher education in the field of sexuality education. Combining practice-based arenas such as the Pubertetsløypa, guided theoretical instruction, and a conscious norm-critical approach gives pre-service teachers:

• Greater self-efficacy and confidence in discussing sensitive topics.
• A better understanding of how theory can be applied in real classroom situations.
• Ethical action competence to manage situations where cultural, religious, or personal norms collide.
• Implications for Teacher Education

The dissertation forms the basis for several recommendations:

1. Systematic skill training: Provide pre-service teachers with safe, authentic arenas to practice teaching about sexuality.
2. Norm criticism and ethics: Integrate awareness of diversity and controversial topics throughout all phases of teacher education, not just in short modules.
3. The CSE model in science: Include a holistic overarching model that facilitates linking scientific content to ethical and emotional dimensions.
4. Guidance and reflection: Ensure continuous supervision and the opportunity for collective reflection on personal experiences and uncertainties.

Further Research

There is a need for studies that follow newly qualified teachers over time to examine how the skills and attitudes developed during their training are actually transferred to the classroom. Additionally, more comparative studies could shed light on how the proposed CSE model may function in different cultural and educational contexts.

References

• A1: Hoff-Haugaløkken, E., Hoff-Haugaløkken, B. & Bang Svendsen, S. H. Praksisnær lærerutdanning: Lærerstudenter og ferdighetstrening i seksualitetsundervisning gjennom campusbesøk av elever.
• A2: Hoff-Haugaløkken, E. Normkritisk og etisk handlingskompetanse: En studie av lærerstudenters erfaringer med Pubertetsløypa.
• A3: Hoff-Haugaløkken, E. & Svendsen, B. Mediating Sexual Education for pre-service science teachers – What constitutes qualifying for sexual education in science teacher training?

Taken together, this dissertation strengthens the understanding of how sexuality education can become more practice-oriented, norm-critical, and inclusive within teacher training. By closely linking theory with authentic experience and reflective ethical practice, the findings point to opportunities for developing a teaching culture better equipped to meet students’ needs in a diverse classroom.