Department of Food, Nutrition, and Dietetics, Uppsala University, Uppsala, Sweden.
J Nutr Educ Behav. 2013 Sep-Oct;45(5):420-7. doi: 10.1016/j.jneb.2013.02.008. Epub 2013 Jun 12.
School meals are also a teaching occasion in which children learn about food and meals, which is referred to as "pedagogic meals" in Sweden. The aim of the present article was to study how the pedagogic meal is practiced in preschool and school settings, with focus on how teachers acted when interacting with the children.
Observations, interviews, and focus group interviews.
School canteens.
Three schools.
Teaching in the school meal situation.
Social constructionism, new social studies of childhood.
The teachers took on 3 different roles. The sociable teacher role entailed turning the school lunch into a social occasion, the educating teacher role involved educating the children, and the evasive teacher role was not associated with the definition of a pedagogic meal. The teacher roles, which ranged from adult-oriented to child-oriented, and which varied in the level of interaction with the children, were summarized in a framework named the Adult- to Child-oriented Teacher Role Framework for School Meals (ACTS).
To realize the potential of pedagogic meals, teachers must be educated and become aware of the effects of their behaviors. In this situation, the ACTS framework can constitute a useful tool.
学校餐也是一个教学契机，孩子们可以借此了解食物和用餐，在瑞典这被称为“教育性用餐”。本文旨在研究学前和学校环境中教育性用餐是如何实践的，重点关注教师在与儿童互动时的行为。
观察、访谈和焦点小组访谈。
学校食堂。
三所学校。
在学校用餐情境中的教学。
社会建构主义，新的儿童社会研究。
教师承担了 3 种不同的角色。善于社交的教师角色将学校午餐变成了社交场合，教育性教师角色涉及教育孩子，而逃避性教师角色与教育性用餐的定义无关。教师角色从以成人为中心到以儿童为中心，与儿童的互动程度不同，总结在一个名为“学校膳食中成人-儿童导向教师角色框架”（ACTS）的框架中。
为了发挥教育性用餐的潜力，教师必须接受教育并意识到自身行为的影响。在这种情况下，ACTS 框架可以作为一个有用的工具。
