The impact of group teaching on the acquisition of key skills to teach personal, social and health education

Abstract

Purpose ? The paper seeks to report the impact of a partnership training intervention on trainee teachers' confidence to teach Personal, Social and Health Education. Design/methodology/approach ? This intervention required trainee teachers to work in 15 groups of four across subject disciplines. Each group was required to negotiate, plan and deliver their intended lesson on PSHE in a partnership school. The initiative was evaluated on a pre- and post-test basis by getting each trainee to complete a PSHE Key Skills Confidence Scale that consisted of 45 items, 25 pertaining to working together and 20 to communication. Findings ? Results revealed a significant change in trainees' confidence in all of the key PSHE-related skills. Trainee teachers reported increased confidence in ?agreeing what else could have been done to improve working relationships and methods?, ?using role play strategies?, ?reaching agreement on whether or not the activity fulfilled its objectives?, ?considering strategies that will empower pupils to make informed choices about their health?, ?determining pupils' attitudes and views of health and healthy living?; ?ensuring that pupils received information about the factors which affect health?, ?identifying factors that influenced the learning outcome?, and ?encouraging pupils to be assertive and resist unwanted peer pressure and other influences?. Originality/value ? It is recommended that all trainee teachers are assessed on their ability to deliver and evaluate PSHE lessons as part of the award of Qualified Teacher Status. Furthermore, it is essential that trainee teachers receive specific resistance/life skills training as part of their initial and continuing professional development.Peer reviewe

Exploring types of individual unlearning by local health-care managers: an original empirical approach

“…After applying the inclusion criteria described in the previous section to the 31 pre-service publications, 20 studies reported in a total of 21 publications 25,26,44,61,63,70,81,83,92,94,117,142,148,156,174,189,191,195,200,201,213 were included in the synthesis (one study was reported in two separate publications, 26,156 and data from both of these were extracted for this report), with 10 references 57,67,85,88,116,179,192,199,202,206 being excluded. Table 45 provides an overview of the key characteristics of the included studies.…”

“…26,61,63,70,81,83,94,117,148,174,189,191,195,200,213 The comprehensiveness of the information, as reported by the study authors, varied. For example, Chifunyise and colleagues, 81 who provided training to teachers to support the acquired immunodeficiency syndrome (AIDS) and Life Skills Education programme in primary and secondary schools in Zimbabwe, specified that teachers were taught 'basic facts' about transmission, symptoms and prevention of sexually transmitted diseases and human immunodeficiency virus (HIV) infection/AIDS, but no further detail was given (p. 378).…”

“…In terms of country, the highest percentage of studies were conducted in the UK (n = 9, 25,63,70,83,92,117,142,174,191 45%), followed by Australia (n = 7, 44,94,189,195,200,201,213 35%). There was one study each from Finland, 26,156 Zimbabwe 81 and the USA, 61 with one study not explicit about the country but it most likely being the USA.…”

“…117 When stated the courses were predominantly postgraduate, although there was a minority of undergraduate Bachelor degree courses. In terms of the level of education, eight studies 26,70,92,156,189,191,195,200,201 provided training for teachers at the secondary level, two 94,142 provided training at the primary level and six 25,44,81,117,148,213 provided training at both primary and secondary level, with four studies 61,63,83,174 not stating the level of training. The subject areas of the teaching degrees were rarely specified; however, in two studies 26,156,213 the teachers were studying PE and health, one study 191 included PGCE science and geography teachers and in another 70 the teachers were enrolled on psychology, business and creative and media secondary PGCE courses.…”

“…Child protection was another common topic area (n = 5, 44,63,94,117,174 25%), with studies covering a wide variety of issues relating to protection from abuse. PSHE education and sexual and reproductive health were each covered in three studies (15%), 92,142,191 drugs/alcohol were covered in two studies (10%) 148,213 and tobacco was featured …”