Sandra D Vamos1, Xiuye Xie2, Paul Yeung3. 1. School of Interdisciplinary Health Programs, College of Health and Human Services, Western Michigan University, 1903 Western Michigan Avenue, Kalamazoo, MI, 49008. 2. Department of Human Performance and Health Education, College of Education and Human Development, Western Michigan University, 1903 Western Michigan Avenue, Kalamazoo, MI, 49008. 3. Faculty of Education, Simon Fraser University, 8888 University Dr, Burnaby, BC, V5A 1S6, Canada.
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, η2 = 0.74), preparedness (F = 104.74, p < .01, η2 = 0.73), attitudes (F = 15.02, p < .01, η2 = 0.28), and beliefs (F = 8.87, p < .01, η2 = 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.
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, η2 = 0.74), preparedness (F = 104.74, p < .01, η2 = 0.73), attitudes (F = 15.02, p < .01, η2 = 0.28), and beliefs (F = 8.87, p < .01, η2 = 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.
Authors: Catherine N Rasberry; Emily Young; Leigh E Szucs; Colleen Murray; Ganna Sheremenko; James Terry Parker; Georgi Roberts; Catherine A Lesesne Journal: J Adolesc Health Date: 2022-04 Impact factor: 7.830