In this study, we are interested in teachers’ practices related to health education (HE) in school. In our survey, we used a questionnaire as an investigative tool with a sample of 300 teachers from three levels of education: Primary, middle and qualifying high schools. According to the teachers' statements, our study reveals that the majority practice HE in class despite having no training in this area. They generally practice it in a thematic approach that is limited to pedagogical sequences within the framework of the program. In addition, it appears that teachers’ training and seniority have a positive effect on their practice and the self-assessment of their competence in this area. This study also suggests that a school’s lack of openness with the family and other external partners. These factors constitute some of the main obstacles that prevent the implementation of HE in class, in addition to training, lack of time and lack of adequate teaching materials.
CONTEXT: Well-being in schools is often considered in relation to the educational and academic success of students. However, it is difficult, at present, not to consider the well-being of a student without an ecological and holistic perspective, in view of the interaction principles implemented in schools. This research aimed to identify the representations hold by Moroccan teenagers about well-being. It aimed, also, to do a comparison between two groups of teenagers: one belonging to urban and the other to rural areas. METHODS: This quantitative study concerns a sample of 1444 pupils (755 girls and 689 boys) enrolled in middle school. Research instrument for this study was questionnaire that includes 15 questions relating to well-being at school, relationships with the teacher, relationships between students, violence experienced, and coeducation. RESULTS: From the analysis of data, pupils in the rural areas seem to be most sensitive to the “emotional” aspects of the teacher–pupil relationship. The girls are more satisfied in middle school than boys. This fact seems to be a very important factor in their retention and in reducing their dropout rate. As expected, academic success is highlighted in the two groups of students as an indicator of well-being. However, the fact of not knowing which orientation to choose constitutes a factor of ill-being for pupils, especially for girls. The results show also that well-being is not taken care of in the two environments (urban and rural). This will explain the results of Moroccan students assessed by the Program for the Monitoring of Student Achievement. CONCLUSIONS: Training programs should focus on the development of teachers communication skills, ability to manage behavioral problems of their students and use teaching approaches to develop positive relationships between students.
The current conception of the Health Education is at the heart of education of the person and citizen (WHO 1997 and 1999), in a learning perspective of freedom and of «living together» , rather that integration of normative precepts. The Health Education and Sexuality course is directly affected by school teaching practices, but also by the conceptions that teachers have been built on health issues, sexuality and their mission. This paper presents, firstly, a content analysis of textbooks dealing with subjects with high educational outreach related to the Health Education and sexuality, in order to identify the values transmitted by these manuals. In a second step, we sought to analyze, using a questionnaire, the conceptions of current and future teachers and to identify the values reflected in these conceptions. Detailed results are presented and discussed.
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