Search results for: Health education
Page 1/1 7 items
Barriers and supports to nutrition education in the early childhood classroom are most often presented from in-service teachers’ perspective. Little work has been done to understand pre-service early childhood educators’ perceptions of barriers and supports before entering the classroom. The purpose of this study was to identify early childhood pre-service teachers’ perceived barriers and supports to nutrition education. Using phenomenology, eleven in-depth telephone interviews were conducted with early childhood pre-service teachers from two public universities in North Carolina. Three major themes were revealed: (1) identification of barriers and supports, (2) individual perceptions of nutrition education and the potential influence of barriers and supports, and (3) educational background and training. Pre-service teachers reported human resources (e.g. colleagues, collaborators, administrators), resource availability (materials, time), and policy constraints as anticipated barriers and/or supports. Participants’ perceptions of how they would experience barriers and supports in practice varied, but teachers were generally positive about their ability to overcome potential barriers and obtain needed support. Implications and recommendations for teacher-education programs and the early childhood field are discussed. Relevant pre-service trainings, integration of nutrition education into curriculum, and development of teacher self-efficacy are needed to prepare teachers to navigate barriers and supports in early childhood education.
Updated: Apr. 11, 2022
In this article the authors present five trends that are impacting physical education teacher education (PETE). The trends are (a) practice-based teacher education that refines the knowledge base for teacher education, (b) core teaching practices that define the critical teaching practices for successful lifelong teaching, (c) pedagogies of practice that operationalize practice-based teacher education with core practices, (d) the reconnection of health education with physical education, and (e) the Whole School, Whole Community, Whole Child model. They describe each trend, discuss related policy implications and provide examples of how to use these trends in PETE.
Updated: Aug. 29, 2020
Transforming Mobile Learning and Digital Pedagogies: An Investigation of a Customized Professional Development Program for Teachers in a Hospital School
In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies and relevant digital pedagogies. This study examines the outcomes of a professional development program introduced to effect transformational change by enabling integrated use of mobile technologies in the hospital school. The study examines teachers’ views following completion of this customized professional development program, using a mixed methods investigation situated within the unique learning environment of the hospital school. A key finding is that identifying and addressing teacher needs through customized professional development, supported with individualized coaching, can increase the participating teachers’ technological pedagogical knowledge to enable the improved use of mobile technology in a hospital school setting. Additionally, hospital school teachers responded to opportunities to collaborate as a professional learning community to implement, support, and enhance mobile learning for hospitalized students. The findings from this study have significant implications for leaders in all schools and systems embarking on similar initiatives to transform pedagogical practices through professional development supporting mobile technology integration in a digital world.
Updated: Mar. 12, 2020
This article examines factors affecting the inclusion of health and well-being. It also explores educational implications in light of the changing landscape of pre-service teacher education in England. The participants were pre-service teacher training institutions in England, who completed a survey regarding to the provision of health and well-being education.
Updated: Sep. 02, 2015
Ethical Issues in the Teaching and Learning of Health Topics in Schools: The Conceptions of Teacher Trainees
The purpose of this paper was to examine the aspects that health education teacher trainees saw as ethically-related within the teaching and learning of health education. The findings showed that ethics was related to three themes: subject matter, ethical teacher and learning spaces. The authors conclude that the study gives some insights into how teacher trainees reflect on and express ethical aspects related to their future work. Furthermore, teacher trainees should become aware of how their perspectives may influence their teaching practices, since the teacher’s ways of seeing something may very well have an association with the way she or he will organize classroom practices.
Updated: Mar. 16, 2015
This article examines how future teachers perceive the acoustic contamination and its deleterious effects. It analyses their acoustic habits, with the aim of raising their awareness concerning this problem. The authors designed a number of activities, applied during a practical lesson, in which students evaluated some of their perceptions and attitudes towards noise, and recorded their hearing capacity. The results suggest that most students are unaware of the risks of many of their activities. However, the perception of noise as a contaminant and the appreciation of its danger increased in the students after the performing of the practice.
Updated: Feb. 24, 2015
Student Teachers' Ways of Experiencing the Objective of Health Education as a School Subject: A Phenomenographic Study
The purpose of this phenomenographic study was to identify student teachers' ways of experiencing health education as a school subject. 20 student teachers participated in the study. The findings indicated that the target phenomenon was discussed through the general objective of the subject in five ways.
Updated: Aug. 22, 2010