Educator Preparedness to Teach Health Education in British Columbia

Vamos, Sandra; Zhou, Mingming

doi:10.1080/19325037.2007.10598983

Cited by 20 publications

(11 citation statements)

References 19 publications

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“…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

confidence: 84%

Using Focus Group Research to Assess Health Education Needs of Pre-service and In-service Teachers

Vamos

Zhou

2009

American Journal of Health Education

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Section: Sense Of Ownership Responsibility and Accountability For Amentioning

confidence: 84%

Using Focus Group Research to Assess Health Education Needs of Pre-service and In-service Teachers

Vamos

Zhou

2009

American Journal of Health Education

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“…preparedness of practising and pre-service teachers to teach health education (Vamos and Zhou 2007). The researchers consider this is a useful quantitative measurement of the experiences, barriers and enablers borne by teachers in the broader delivery of health education.…”

Section: Sex Education 363mentioning

confidence: 99%

Primary schools and the delivery of relationships and sexuality education: the experience of Queensland teachers

2014

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Primary school provides an appropriate opportunity for children to commence comprehensive relationships and sexuality education (RSE), yet many primary school teachers avoid teaching this subject area. In the absence of teacher confidence and competence, schools have often relied on health promotion professionals, external agencies and/or one-off issue-related presentations rather than cohesive, systematic and meaningful health education. This study examines the implementation of a 10-lesson pilot RSE unit of work and an accompanying assessment task in two primary schools in South-East Queensland, Australia. Drawing predominantly from qualitative data, the research explores the experiences of primary school teachers as they engage with RSE curriculum resources and content delivery. The results show the provision of a highquality RSE curriculum resource grounded in contemporary educational principles and practices enables teachers to feel more confident to deliver RSE and minimises potential barriers such as parental objections and fear of mishandling sensitive content.

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“…With the new Michigan State Health Education K‐12 curriculum revisions, increasing teachers' HL by learning how to develop appropriate health curriculum and integrate WSCC is one way to ensure their students are being healthy, supported, and challenged . Well‐trained educators play an essential role in fostering this to students . During our qualitative analysis, we had identified 3 major themes: (1) integrating health education into the school day, (2) challenges to be health educators, and (3) helping students become more health literate.…”

Section: Resultsmentioning

confidence: 99%

“…A modified questionnaire with a total of 26 questions was utilized to collect the data on pre‐service teachers' demographic information (eg, sex, age, and year of school) and perceptions of 5 dimensions (ie, knowledge, preparedness, opinions, beliefs, and attitudes) in teaching health education . The reliability and validity of the questionnaire were established through a series of steps.…”

Section: Methodsmentioning

confidence: 99%

“…Indeed, the link between instruction and health has been recognized by US organizations regarding the need to promote students' HL within educational settings (eg, American Association of School Administrators, Association of Supervision and Curriculum Development, and US Centers for Disease Control and Prevention). Regrettably, even though schools have been recognized as important settings to strengthen the link between education and HL, school health education literature notes that many teachers face challenges related to teaching health, such as lack of preparation to teach health education, lack of health education resources, low levels of administrative support, lack of funding, and an overcrowded curriculum with a strong emphasis on standardized testing …”

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confidence: 99%

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Effects of a Health Education Course on Pre‐Service Teachers' Perceived Knowledge, Skills, Preparedness, and Beliefs in Teaching Health Education

Vamos

Xie

Yeung

2020

Journal of School Health

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BACKGROUND:In this study, we explore how a health education course may play a role in pre-service teachers' perceptions in teaching and integrating health education activities to nurture K-8 students' health literacy. METHODS:We used mixed methods to examine the effect of a health education course in a teacher education program. Of 55 pre-service teachers, 41voluntarily participated in the study. Quantitative data were obtained through an online questionnaire administered to participants at the beginning and end of the course. We conducted 6 focus groups at the end of the course. RESULTS:The inferential analysis from a series of analysis of variance with repeated measures revealed significant differences in health knowledge (F = 113.39, p < .01, η 2 = 0.74), preparedness (F = 104.74, p < .01, η 2 = 0.73), attitudes (F = 15.02, p < .01, η 2 = 0.28), and beliefs (F = 8.87, p < .01, η 2 = 0.19) between time points. Qualitative data led to the conclusion that where one health education course is insufficient, such a course is the first step into future curriculum development and implementation. CONCLUSION:One health education course might be beneficial for general education teachers to increase their knowledge and preparation to teaching school health. On-going training is needed for program success.Citation: Vamos SD, Xie X, Yeung P. Effects of a health education course on pre-service teachers' perceived knowledge, skills, preparedness, and beliefs in teaching health education.

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Educator Preparedness to Teach Health Education in British Columbia

Cited by 20 publications

References 19 publications

Using Focus Group Research to Assess Health Education Needs of Pre-service and In-service Teachers

Using Focus Group Research to Assess Health Education Needs of Pre-service and In-service Teachers

Primary schools and the delivery of relationships and sexuality education: the experience of Queensland teachers

Effects of a Health Education Course on Pre‐Service Teachers' Perceived Knowledge, Skills, Preparedness, and Beliefs in Teaching Health Education

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