反思、调整与反思:谁才是真正在中学教授健康教育的人?

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
D. Barwood
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引用次数: 1

摘要

在西澳大利亚州,健康教育被列为健康和体育学习领域的一门独立的、基于学科的学科。在全球范围内,这一主题被确定为支持和加强儿童和青年健康和福祉的关键场所。在西澳大利亚州,通常使用HPE以外的教师来提供高等教育。这种情况既不是高等教育独有的,也不是WA独有的,在一些圈子里被称为教育的肮脏小秘密。这项混合方法的研究批判性地考察了教师在高等教育教学中的作用,目的是继续以前基于wa的研究,并回应关于教师资格的数据缺口。该研究获得了全州49所不同的初中公立学校75名教授高等教育的教师的问卷回答,其中9名教师在第一轮定量数据收集后接受了采访,以提供西澳环境的背景信息。研究发现,一半教授高等教育的教师对此毫无准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Rumination, realignment and reflection: Who is really teaching health education in secondary schools?
In Western Australia (WA), health education (HE) is timetabled as a separate, discipline-based subject belonging to the health and physical education (HPE) learning area. Globally, this subject is identified as a key site to support and strengthen the health and wellbeing of children and young people. In WA, teachers from outside-of-the-field of HPE are commonly used to deliver HE. This situation is not exclusive to HE nor to WA, and in some circles is referred to as education’s dirty little secret. This mixed-methods study critically examined the role of the teacher in the delivery of HE with the purpose of continuing previous WA-based research and responding to a gap in data with regard to the qualifications of the teachers. The study obtained questionnaire responses from 75 teachers delivering HE in 49 different lower secondary government schools across the state with nine teachers interviewed after the first round of quantitative data collection to provide contexualised information of the WA setting. The study found that half of the teachers delivering HE were unprepared to do so.
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