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The expectations placed on teachers and teacher educators have increased particularly in relation to education topics such as relationships and sex education. One group of four pre-service teachers and a teacher educator based in an Australian university studying a Bachelor of Education (primary) share their experiences of teaching and learning in a fourth-year core curriculum unit of study in health. The aim of this paper is to explore narrative accounts using Archer's approaches to reflection (Archer, 2007) of our teaching and learning experiences. The reflections are shared within the context of making decisions about learning effective practices for relationships and sex education for and about sex, gender and sexual diversity as part of the curriculum, policy and pedagogical imperative in Australia. We found that queering pre-service primary school teacher practices for RSE is possible through deep reflection as part of teaching and learning in an initial teacher education course work core unit of study. Making this practice visible has implications for initial teacher educators in university contexts globally.
Leent et al. (Wed,) studied this question.