Pre-service Teacher Training in Health and Well-being in England: The State of the Nation

From Section:
Programs & Practicum
May. 16, 2015

Source: European Journal of Teacher Education, Volume 38, Issue 2, 2015, pages 217-233

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.

Provision of health and well-being education is noticeably variable across institutions, and many course leaders are unclear about the coverage in their partner schools.
Course leaders regard health and well-being as an important part of the curriculum, but the focus is usually on generic health-related themes such as child protection and behaviour management, which address Government priorities, rather than on specific topics such as education about diet, drugs, alcohol, smoking, sex and relationships and physical activity.

This article argues that these aspects should be addressed for pre-service teachers to have an increased sense of self-efficacy and become capable health promoters.

Updated: Feb. 16, 2022
Education practice | Health education | Institutional context | Preservice teachers | Teaching experience