In search of a health education model: teachers’ conceptions in four Mediterranean countries

Abstract

School programs are defined to promote the health of the pupils and to develop their competencies so that they can adopt behaviors favorable to their health. With the European project FP6 Biohead-Citizen (2004-2007), we analyzed the conceptions of teachers as regards health education, in France, Lebanon, Morocco and Tunisia, in reference to the biomedical model and the social health model. These four countries were selected because their school curricula represented different models of health education. Lebanon and Tunisia addressed health education with the biomedical model. In Morocco, the curriculum was also primarily based on the biomedical model and enclosed a few instructions issued from the social health model. In France, the health education curriculum declared an approach based on the health promotion model. Our study was based on multivariate statistical analyses of questionnaires filled out by 2537 in-service and pre-service teachers. Our analysis showed that the conceptions of the teachers concerning health education were not structured and related to a specific model. We also found that the dominating factors of influence on the choices expressed with regards to health education were, among different sociocultural variables, the religion, the home country, and, to a lesser extent, the level of training. Thus, the conceptions of the teachers were not integrated into comprehensive approaches but related to individual characteristics. Consequently health education implementation would require thorough training for pre-service and in-service teachers and should also explicitly take into account their conceptions and values.

Health risk behaviours amongst school adolescents: protocol for a mixed methods study

“…A study conducted in Morocco, evaluating the content of school textbooks in relation to health lessons, concluded that the lessons in these textbooks are inadequate, inaccurate, or out of date, and hence need improvement [17]. In Morocco, the curriculum was also primarily based on the biomedical model and included a few instructions issued from the social health model [18]. A high quality health education programme is the cornerstone of promoting healthy behaviours in the school setting.…”

The worldview of pre-service and in-service teachers about health education

“…In the Biohead-Citizen project, there were 19 participating countries, where health education was primarily taught in Biology classes. Because of this, a biochemical model of health education could be detected (biology facts), and this carried a risk that the teaching emphasized biology facts rather than social and psychological elements (Caussidier, Hage, Munoz, Remki, Larribi, and Khzami;2011), although both are vital for basic and complete citizen health knowledge. Among Slovenian participants, there were significant differences in social and psychological health preferences.…”

“…Data on teachers' attitudes and values with regard to health issues is insufficient (Pommier et al, 2009). Because of the sociocultural variables of health education (e. g. the principal ones being religion and country of residence), it is important to know teachers' perceptions about health (Caussidier et al, 2011). For example, French teachers, more than Lebanese, Moroccan or Tunisian teachers, thought that health education improved the behavior of students and developed pupils' skills (Carvalho, Clément, Bogner, and Caravita, 2008).…”

Health Knowledge, Attitudes, Practices, and Beliefs of Lebanese and Palestinian School Children in Lebanon

“…Thus, the teachers' conceptions were related to their individual characteristics rather than integrated into comprehensive approaches. Consequently health education implementation would require thorough training of pre-service and in-service teachers and should also explicitly take into account their conceptions and values (Caussidier et al, 2011).…”