School Health Education Research Team PAEDI EA 4281, IUFM d'Auvergne, France.
Scand J Public Health. 2010 Feb;38(1):86-94. doi: 10.1177/1403494809350518. Epub 2009 Oct 22.
School is one of the key settings for health education (HE). The objectives of this study are to assess primary school teachers' self-reported teaching practices in HE and to describe their representation concerning their role in HE.
A quantitative study was conducted on a sample of primary school teachers (n = 626) in two French regions in order to analyze their practices and representations in HE. A hierarchical clustering dendogram was performed on questions exploring representations of HE. Multiple linear regression analysis helped explain the motivation and self-perceived competency score.
Three quarters of the teachers declare they work in HE. Only one third of them declare they work in a comprehensive HE perspective. The HE approach is often considered in terms of specific unique curriculum intervention. Two thirds of the teachers say they work alone in HE, the other third associate other partners and choose mainly school health services. Parents are rarely (12%) involved in HE initiatives. It is essentially the practice of HE, teacher training and teachers' representation of HE that condition their motivation to develop HE.
Teachers can take different approaches to HE. Teachers' representation of HE plays an important role in the development of HE activities: some teachers consider that HE is the mission of the health professionals and the parents. Our expectations of teacher involvement should be realistic, should take into account the representations of their role, the difficulties they encounter, and should be sustained by specific training.
学校是健康教育（HE）的重要场所之一。本研究旨在评估小学教师自我报告的 HE 教学实践，并描述他们对自身在 HE 中角色的代表性认识。
在法国两个地区对小学教师（n=626）进行了一项定量研究，以分析他们在 HE 中的实践和代表性。对探索 HE 代表性的问题进行了层次聚类树状图分析。多元线性回归分析有助于解释动机和自我感知能力得分。
四分之三的教师表示他们在进行 HE。只有三分之一的教师表示他们以全面的 HE 视角开展工作。HE 方法通常被视为特定的独特课程干预。三分之二的教师表示他们独自在 HE 中工作，另外三分之一则与其他合作伙伴合作，并主要选择学校卫生服务。家长很少（12%）参与 HE 计划。实际上，是 HE 的实践、教师培训和他们对 HE 的代表性认知影响了他们发展 HE 的积极性。
教师可以采取不同的方法来进行 HE。教师对 HE 的代表性认知在 HE 活动的发展中起着重要作用：一些教师认为 HE 是健康专业人员和家长的使命。我们对教师参与的期望应该是现实的，应考虑到他们角色的代表性认知、他们遇到的困难，并应通过专门培训来支持。
