健康教育课程对职前教师感知知识、技能、准备和教授健康教育信念的影响。

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

机构信息

School of Interdisciplinary Health Programs, College of Health and Human Services, Western Michigan University, 1903 Western Michigan Avenue, Kalamazoo, MI, 49008.

Department of Human Performance and Health Education, College of Education and Human Development, Western Michigan University, 1903 Western Michigan Avenue, Kalamazoo, MI, 49008.

出版信息

J Sch Health. 2020 Mar;90(3):224-233. doi: 10.1111/josh.12868. Epub 2020 Jan 1.

DOI:10.1111/josh.12868

PMID:31894579

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 = 0.74), preparedness (F = 104.74, p < .01, η = 0.73), attitudes (F = 15.02, p < .01, η = 0.28), and beliefs (F = 8.87, p < .01, η = 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.

摘要

背景

在这项研究中，我们探讨了健康教育课程如何在职前教师的教学观念中发挥作用，以及如何整合健康教育活动，培养 K-8 学生的健康素养。

方法

我们使用混合方法来检验教师教育课程中健康教育课程的效果。在 55 名职前教师中，有 41 名自愿参加了这项研究。定量数据通过在课程开始和结束时向参与者在线发放问卷获得。我们在课程结束时进行了 6 次焦点小组讨论。

结果

一系列重复测量方差分析的推论分析显示，健康知识（F=113.39，p<0.01，η=0.74）、准备情况（F=104.74，p<0.01，η=0.73）、态度（F=15.02，p<0.01，η=0.28）和信念（F=8.87，p<0.01，η=0.19）在时间点之间有显著差异。定性数据得出的结论是，一门健康教育课程可能不足以满足需要，因此这类课程是未来课程开发和实施的第一步。