2005
DOI: 10.1177/10253823050120030116 View full text |Buy / Rent full text
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Abstract: The health education and promotion profession is facing a series of teacher preparation challenges related to the delivery of quality school health education/promotion programmes. The challenges occurring in the United States are also present in a variety of other regions as the education structure attempts to ensure that students receive a sound preparation in health education and promotion during their school experience. The challenges can be categorised into the following areas: Quality and quantity of prof… Show more

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“…This confirms a thesis that the changes in physical education in the Polish school should be accompanied by adequate changes in the curriculum of the future teachers [10]. The need to educate specialists in health promotion has been noticed by American researchers [11]. "One of the causes of the physical education crisis can be also the fact that during the PE teacher training more emphasis is put on preparation to exercise the body than to shape the personality able to be active for the body's sake on his/her own" [12, p. 57 The findings of Śmiglewska's research carried out in the third year of the implementation of the educational reform have not confirmed that physical education teachers actually apply the praxiological assumptions and also they have proved insufficient pedagogical pre paration of teachers [13].…”
Section: Discussionsupporting
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“…This confirms a thesis that the changes in physical education in the Polish school should be accompanied by adequate changes in the curriculum of the future teachers [10]. The need to educate specialists in health promotion has been noticed by American researchers [11]. "One of the causes of the physical education crisis can be also the fact that during the PE teacher training more emphasis is put on preparation to exercise the body than to shape the personality able to be active for the body's sake on his/her own" [12, p. 57 The findings of Śmiglewska's research carried out in the third year of the implementation of the educational reform have not confirmed that physical education teachers actually apply the praxiological assumptions and also they have proved insufficient pedagogical pre paration of teachers [13].…”
Section: Discussionsupporting
“…It is important to query both pre-service and in-service teachers in this study to assess professional development needs of all educators (candidates and working), which will help inform both future preservice and in-service training. According to Smith et al 13 there are challenges in teacher education for school health related to the delivery of health education programs. These challenges common to many countries include: quality and quantity of professional preparation for teachers during their preservice university training; need for in-service of teachers already in the K-12 workforce; university faculty workforce professional development needs; and research to provide baseline data for future standards development.…”
Section: Creating Health Through the School Settingmentioning
“…There is a need for professional preparation programs to provide skill development for teachers to teach health behavior skills in the classroom, as well as an introduction to health education and methodology laying a context for future in-service training and professional development. 13 health-related national organizations and institutions to define professional practice and to contribute to the professionalism of health education like is done in the United States. [34][35][36] This study, in conjunction with a previous study which assessed in-service and pre-service teachers' self-perceptions of preparedness to teach health education in BC school systems, 37 reinforces the need for the initial development of health educator roles and competencies to guide actions in school health improvement.…”
Section: Sense Of Ownership Responsibility and Accountability For Amentioning
“…Administrators are key in leading innovation and school reform, and teachers are "on the ground" implementing innovative evidence-based programs and practices to promote student social, emotional, and academic development (Leithwood, Anderson, Mascall, & Strauss, 2010). One major challenge to health education and wellness promotion in schools is that, despite guidelines and standards, most teacher training programs do not adequately prepare teachers to promote health or respond to individual students' health-related barriers to learning (Smith, Potts-Datema, & Nolte, 2005). As a result, most often there is insufficient leadership and inadequate collective capacity to promote health and wellness culture change and advocacy within schools.…”
Section: Discussionmentioning