Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Rd, NE, US8-1, Atlanta, GA, 30329-4027.
San Diego State University-University of California, San Diego Joint Doctoral Program in Public Health, 5500 Campanile Drive, San Diego, CA, 92182.
J Sch Health. 2021 Oct;91(10):774-787. doi: 10.1111/josh.13076.
Teacher instructional competency, the set of essential knowledge and skills needed to guide teaching practice, is critical to the successful implementation of school health education. The purpose of this paper is to introduce the Health Education Teacher Instructional Competency (HETIC) framework, a new conceptualization describing teacher characteristics, essential knowledge, and essential skills, which can influence instructional practice and improve student learning outcomes in health education.
Data from 17 publicly available guidance documents, professional standards, published reports, and empirical studies relevant to the fields of public education, school health education, and sexual health education were abstracted and analyzed using qualitative thematic content analysis.
The framework describes 3 domains: personal characteristics, essential knowledge, and essential skills, which are believed to contribute to teachers' instructional competencies in delivering health education. The knowledge domain asserts 5 key categories, while the essential skills domain includes 3 categories (learning environments, content and delivery, and collaboration and learning) and contains 11 unique skills. Collectively, these domains are influenced by the learner, school/community, and policy-level factors that shape health education curriculum and instruction.
The HETIC framework presents a conceptual roadmap to guide quality health education preparation, job-embedded training, and delivery. Improving teachers' instructional competencies strengthens learning and prosocial environments that are inclusive, responsive, and affirming of students' health and learning needs. Teacher who demonstrate instructional competency can help students to achieve desired education and health outcomes, specifically acquiring the knowledge and skills needed to adapt, practice, and maintain healthy behaviors throughout their lifetime.
教师教学能力是指导教学实践所需的一套基本知识和技能，对于成功实施学校健康教育至关重要。本文旨在介绍健康教育教师教学能力（HETIC）框架，这是一个新的概念化描述，描述了教师的特点、基本知识和基本技能，这些因素可以影响教学实践并提高健康教育中学生的学习成果。
从公共教育、学校健康教育和性健康教育等领域的 17 份公开的指导文件、专业标准、已发表的报告和实证研究中提取和分析数据，采用定性主题内容分析方法。
该框架描述了 3 个领域：个人特征、基本知识和基本技能，这些都被认为有助于教师在健康教育中进行教学。知识领域确定了 5 个关键类别，而基本技能领域包括 3 个类别（学习环境、内容和教学、合作和学习），包含 11 个独特的技能。这些领域共同受到学习者、学校/社区和政策层面因素的影响，这些因素影响着健康教育课程和教学。
HETIC 框架提供了一个概念性的路线图，指导高质量的健康教育准备、在职培训和教学。提高教师的教学能力可以加强学习和促进社会包容、响应和肯定学生的健康和学习需求的环境。展示教学能力的教师可以帮助学生实现预期的教育和健康成果，特别是获得适应、实践和保持健康行为所需的知识和技能，贯穿他们的一生。
