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

Abstract

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.

Orientaciones para la comunidad científica sobre el diseño, implementación y evaluación de intervenciones escolares sobre promoción de comportamientos saludables (Guidelines for the scientific community on the design, implementation, and evaluation of school-based interventions for promoting healthy behaviours)

“…El equipo investigador podría ocuparse de la formación, evaluación y asesoramiento en dichos programas escolares. En estas sesiones formativas se podrían trabajar aspectos como la sensibilización, los modelos de promoción de salud, el conocimiento sobre diferentes comportamientos saludables, así como diferentes estrategias efectivas (Vamos, Xie, & Yeung, 2020). Asimismo, podría ser interesante dotar al profesorado de recursos y herramientas didácticas como guías de promoción de hábitos saludables, libros, blogs, presentaciones, vídeos didácticos con las sesiones implementadas en otros centros educativos o materiales para poder utilizar.…”

Health Literacy Improves the Lifestyle of Undergraduate in Education Students

“…The literature review presents limited health education study, focused on training trained teachers and to apply specific health programs for primary school students (Pickett, Shepherd, Roderick & Grace, 2017;Vamos, Xie & Yeung, 2020). A targeted search revealed the lack of studies focused on the health education of the education student during his undergraduation, with the intention of promoting a personal experience that encourages him to establish a healthy lifestyle.…”

“…A targeted search revealed the lack of studies focused on the health education of the education student during his undergraduation, with the intention of promoting a personal experience that encourages him to establish a healthy lifestyle. However, there is agreement that there is a need for university health literacy programs for future teachers (Vamos et al, 2020), since the undergraduate stage comprises a propitious stage to expand knowledge and experience transformative experiences, which will increase their training (Sarcona et al, 2017).…”

Dialogic health literacy curriculum development for Iranian pre-service teachers: a qualitative inquiry

“…Unfortunately, previous research suggests that current teacher training approaches to preparing teachers to teach health are not adequate (Speller et al, 2010). Indeed, there are many teachers who consider themselves unprepared to effectively teach a health curriculum (Vamos et al, 2020). In has long been viewed that adequate teacher preparation presents as a considerable obstacle to developing student health literacy (Peterson, Cooper, & Laird, 2001).…”

“…To be sure, Carr, Wei, Kutcher, and Heffernan (2018) reported that even a one-day workshop, focused on basic concepts about mental health and mental illness, can improve pre-service teachers' mental health literacy. In an intervention study undertaken at Western Michigan University, pre-service teachers participated in a health education course designed to promote health literacy (Vamos et al, 2020). At the conclusion of the course, the participants reported that they were more prepared to teach health and integrate learning in health literacy into their teaching.…”