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1.
Soula Ioannou Christiana Kouta Maria Constantinidou Panayiota Ellina 《Sex education》2014,14(4):375-386
The development of health promotion is typically viewed as a reaction against both the excessive responsibility placed on individuals concerning their health-related choices and the absence of recognition of environmental factors associated with personal decision making. What though does sexuality education mean from the perspective of health promotion? According to one approach, it implies the existence of a curriculum that recognises the environmental factors affecting sexuality and sexual behaviour. It also suggests a curriculum that aims to empower students to engage with risky sexual behaviour, not just as a personal issue but also as a social matter. The emphasis is placed not merely on developing personal knowledge and skills associated with sexuality and sexual behaviour but on enabling active citizens to protect themselves and their co-citizens from sexual risks and to promote healthy sexuality. This paper discusses such a health promotion perspective in relation to the sexuality education curriculum as recently developed in Cyprus. It demonstrates how a health promotion perspective in relation to sex education can be translated into the establishment of learning objectives, appropriate pedagogic methods and the development of school materials. 相似文献
2.
Adolescents are sexual beings, and many are sexually active. They are very often able to develop the knowledge and skills required to protect their sexual health, and to take the action required for doing so. Unfortunately, many experience barriers to accessing information through school-based sexual health education. The research outlined here represents an effort to better understand the origins of barriers which prevent young women from receiving maximally effective sexual health education in their schools in Amherst, Nova Scotia, Canada. Building upon research which the authors carried out in the context of a community development project aimed at enhancing the sexual health of young people in Amherst, the article presents the lived experiences of young women in that community as they have attempted to acquire knowledge related to this very important aspect of their lives. The research examines barriers to learning about sexual health at the levels of the curriculum, teachers, and students themselves, leading to a better understanding of the potential for positive change in these domains. 相似文献
3.
《Teaching and Teacher Education》2002,18(1):35-49
Supporting student learning can be difficult, especially within open-ended or loosely structured activities, often seen as valuable for promoting student autonomy in many curriculum areas and contexts. This paper reports an investigation into the experiences of three teachers who implemented design and technology education ideas in their primary school classrooms for the first time. The teachers did not capitalise upon many of the opportunities for scaffolding their students’ learning within the open-ended activities they implemented. Limitations of the teachers’ conceptual and procedural knowledge of design and technology were elements that influenced their early experiences. The study has implications for professional developers planning programs in newly introduced areas of the curriculum to support teachers in supporting learning within open-ended and loosely structured problem solving activities. 相似文献
4.
Evidence shows that a focus on gender and power in sexuality/HIV education increases the likelihood of achieving positive sexual health outcomes, and international agencies have called for a shift to a gender-focused approach. However, questions remain about the implementation of such programmes, including how best to prepare teachers to deliver such curricula. In the development of the national school-based HIV prevention curriculum in Nigeria, several state governments partnered with feminist (or like-minded) non-governmental organisations to collaborate on teacher training. This case study, drawing on teacher interviews and classroom observations, explores the effects of that experience. Teachers reported that the 10-day training developed their competence, confidence, and commitment to foster students' critical thinking about gender issues. Specifically, they reported changes in their own gender attitudes, pedagogic skills and connectedness with students, particularly girls. The findings suggest that high-quality training can prepare teachers – including those in large, resource-poor school systems – to deliver the kind of gender-focused sexuality/HIV education that is proving most effective at advancing sexual health outcomes. Non-governmental organisations can be important partners for providing such training. Further research is needed to assess what additional social and educational outcomes may result from gender-focused sexuality/HIV education. 相似文献
5.
Tasha Riley 《Sex education》2014,14(1):42-56
This paper describes the process involved in creating a community-based training curriculum designed to build capacity and foster new knowledge in support of HIV/AIDS education. Highlighted are the challenges and triumphs incurred while working with community and academic partners to ensure the production of an adaptable curriculum designed to accommodate diverse teaching and learning styles. The curriculum provides teachers, community leaders and peer educators with knowledge and skills to competently deliver HIV/AIDS information, regardless of previous training in sexual health education. Educators are encouraged to adapt the curriculum according to community/classroom needs. Also highlighted is the need for creating further opportunities that enable teachers, community practitioners and researchers to collaborate around issues that influence learners' lives. 相似文献
6.
“药理学”是生物制药专业的核心课程,在专业教育中占有重要地位。在课程思政背景下,教师不仅要向学生传授专业知识及技能,而且要开展健康意识、职业道德、关爱病患、科学精神及终身学习教育,帮助学生树立正确的人生观和价值观。为达成教书和育人的双重目标,教研组教师从改革“药理学”课程建设内容、实施线上线下混合教学模式及优化课程考核方法三方面进行探索,以期为“药理学”课程思政教学改革提供参考。 相似文献
7.
Kerryann Walsh Donna Berthelsen Jan M. Nicholson Leisa Brandon Judyann Stevens Jerome N. Rachele 《牛津教育评论》2013,39(5):649-680
The past four decades have seen increasing public and professional awareness of child sexual abuse. Congruent with public health approaches to prevention, efforts to eliminate child sexual abuse have inspired the emergence of prevention initiatives which can be provided to all children as part of their standard school curriculum. However, relatively little is known about the scope and nature of child sexual abuse prevention efforts in government school systems internationally. This paper assesses and compares the policies and curriculum initiatives in primary (elementary) schools across state and territory Departments of Education in Australia. Using publicly available electronic data, a deductive qualitative content analysis of policy and curriculum documents was undertaken to examine the characteristics of child sexual abuse prevention education in these school systems. It was found that the system-level provision occurs unevenly across state and territory jurisdictions. This results in the potential for substantial inequity in Australian children’s access to learning opportunities in child abuse prevention education as a part of their standard school curriculum. In this research, we have developed a strategy for generating a set of theoretically-sound empirical criteria that may be more extensively applied in comparative research about prevention initiatives internationally. 相似文献
8.
Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainability education was found to be an emergent practice necessarily constituted in the relation between teachers, students and community members and the materialities of local places. Partnerships were found to be an essential part of integrated sustainability programmes which extended into communities and places beyond the schools. The processes of learning involved pedagogies of creative problem-solving and inquiry learning that enabled children to lead the way. 相似文献
9.
Lynne Potter 《Sex education》2013,13(2):217-218
This paper reports on aspects of an Australian study into the factors and conditions that make it possible for secondary school health education teachers to include and affirm gender and sexual diversity in their teaching. The study examined the impact of a two-day intervention designed to prepare teachers to use a major new government-funded teaching and learning resource called Talking Sexual Health. The study found that whilst there was a range of personal and structural barriers inhibiting change, professional development and access to teaching and learning resources could indeed impact positively on teachers’ willingness and ability to include and affirm diverse sexualities in their health education programs. 相似文献
10.
Joke M. Voogt Jules M. Pieters Adam Handelzalts 《Educational Research and Evaluation》2016,22(3-4):121-140
ABSTRACTCollaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers’ knowledge and practice and impacts implementation of curriculum change. 相似文献
11.
Objective To assess the sexual health knowledge of teachers who contribute to secondary school sexual health education in order to determine whether teachers are adequately prepared to implement present government education and public health policies. Design Results were obtained from a questionnaire as part of a two‐phase intervention study. Setting Nineteen mixed‐sex, state secondary schools in central England. Participants One hundred and fifty‐five teachers (94 female, 61 male) participated. Main outcome measures The questionnaires were distributed to teachers to assess their knowledge of sexual health, contraception and sexually transmitted infections. In addition, teachers' attitudes on the subject of sex and relationships education were evaluated. Results The results suggest that teachers have insufficient sexual health knowledge to effectively teach sexually transmitted infections or emergency contraception, although their general sexual health knowledge was good. Therefore, at present teachers do not have adequate specialist knowledge in sexual health to contribute to current recommendations for sex and relationships education in secondary schools. There were no statistically significant differences in the results regarding location of school, area of residence, gender or age of the participant. Conclusions Many teachers are being expected to contribute to secondary school sexual health education programmes at a time when they do not have sufficient knowledge to provide young people with adequate sexual health education and when they do not feel prepared to teach, and in many cases would prefer not to teach, these programmes. 相似文献
12.
In Australian schools, one significant component of whole-school learning in sexuality education is to provide students with developmentally appropriate curriculum and learning opportunities, with the intention of influencing positive health and well-being. In the situation where the usual classroom teacher is under-prepared or unwilling to teach sexuality education to their students, the use of external providers who are experts in puberty and sexual health is crucial. While the provider is a key influential factor in any sexual health programme, reliance on external providers for the provision of sexuality education in regional Australian cities is not well documented. This mixed-method study aims to address this gap in the literature with a specific focus on Ballarat, where the provision of sexuality education, particularly in primary schools, is heavily reliant on several external providers. Participant schools highlight the need for further positive synergies between the classroom teachers, external agencies and the accessibility of a rigorous curriculum to sustain the delivery of an effective programme to young people in schools. 相似文献
13.
后疫情时代的中小学健康教育要不断拓展内容和形式,鼓励多学科教师共同参与,倡导家庭、学校和社会协调配合。健康教育能为体育文化的创新提供价值指引和理论支持,体育文化创生可为中小学生的健康教育改革提供实践经验和内在动力。应从学校体育课程改革、劳动习惯教育、生活场域建设、校园制度文化建设、课程联动模式设计、多元教育路径开创等方面建设体育文化创生机制。构建以全面提升中小学生健康素养为目标的健康教育体系,拓展健康教育渠道,重视班主任的健康教育辅助价值,强化中小学生健康的自我管理意识、知识、技能和习惯。 相似文献
14.
Ignasia Renatus Mligo 《Early Years: An International Journal of Research and Development》2016,36(4):353-367
The aim of this study was to examine teachers’ perceptions and concerns about the implementation of the preschool curriculum developed over 10 years (2005–2015). This paper reports findings from an interpretive case study design in four preschool settings in Tanzania with 12 teachers and 8 parent participants. Data were generated using interviews and documentation. The research focus was on how teachers have implemented the 2005 preschool curriculum. The findings indicate that the implementation of the curriculum was problematic due to teachers’ lack of knowledge of a child-centred pedagogy. In addition there were no teachers qualified to work with young children, overcrowded classrooms, poor teaching and learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of early education, teachers need to develop their professional knowledge through in-service training. The government policy planners need to provide initial teacher education, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices. 相似文献
15.
A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively and spontaneously deepen children’s thinking and understandings related to children’s own interests and motivations during thoughtful pedagogical interactions that arise from play. This paper draws on findings from a qualitative case study in Aotearoa, New Zealand where teachers used their professional expertise to engage with children’s thinking and understandings. We analyse the professional knowledge, strategies and skills teachers brought to these relational and play-based interactions. We offer new conceptualising of teaching in highlighting the need to position a sophisticated blending of play, learning and teaching within participatory and relational pedagogies as a core practice of early childhood education. Further, we argue that two constructs – everyday and scientific concepts, and the zone of proximal development – position theoretically ways in which teachers’ knowledge, expertise and engagement might contribute to these ‘in the moment’ rich, thoughtful understandings of what we term relational play-based pedagogy. 相似文献
16.
采用自编随班就读教师问卷对黑龙江省30所小学的33名随班就读教师的基本情况、特教知识与技能掌握情况、教学工作和专业支持等现状进行了调查。结果表明：黑龙江省随班就读小学教师的学历结构合理,教龄结构不尽合理;黑龙江省随班就读小学教师特殊教育专业知识不足;黑龙江省随班就读小学教师对随读生的教学与普通生没有差异;黑龙江省随班就读小学教师获得的专业支持较少。 相似文献
17.
Julie C. Brown Julie R. Bokor Kent J. Crippen Mary Jo Koroly 《Journal of Science Teacher Education》2014,25(3):239-262
Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers’ practices by supporting them in the development of curriculum materials. This article reports on a multiple case study of seven high school science teachers who attended an ongoing scientist–teacher partnership professional development program at a major Southeastern research university. Our interest was to understand the capacity of this professional development program for supporting teachers in the transfer of personal learning experiences with advanced science content and skills into curriculum materials for high school students. Findings indicate that, regardless of their ultimate success constructing curriculum materials, all cases considered the research grounded professional development supports beneficial to their professional growth with the exception of collective participation. Additionally, the cases also described how supports such as professional recognition and transferability served as affordances to the process of constructing these materials. However, teachers identified multiple constraints, including personal learning barriers, their classroom context, and the cost associated with implementing some of their curriculum ideas. Results have direct implications for future research and the purposeful design of professional development experiences through scientist-teacher partnerships. 相似文献
18.
Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers’ learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the different ways in which activities in teacher education programmes can be designed, the different motivations students have to engage in them repetitively, and different ways in which feedback can be organised, within contextual constraints posed by all professional environments. Results also indicate that self-improvement is not the only motivation for engaging in deliberate practice for student teachers, as pupil improvement is also considered important. These results support a context-specific operationalisation of deliberate practice and provide starting points for teacher education programmes to promote deliberate practice in their curriculum. 相似文献
19.
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed. 相似文献
20.
Non-specialist teachers in Canada are increasingly required to teach sexual health topics. However, research suggests that they do not always do so willingly. This study examined the associations between the characteristics of non-specialist elementary and middle school teachers (n = 294) in Canadian schools and their willingness to provide sexual health education (SHE) and their perceptions of factors affecting their willingness to provide SHE. On average, the teachers were only somewhat willing to teach SHE and their willingness varied between topics. The teachers who reported greater willingness to teach SHE were more likely to be teaching middle school, have less teaching experience, have received training to teach SHE, feel more knowledgeable about sexual health, and view broad-based SHE as more important. More than 20% of participants identified 10 out of 11 factors as making them less willing to teach sexual health education; conversely, more than 20% of participants identified nine of these 11 factors as making them more willing to teach sexual health education. Teachers who were middle school teachers, had received training to teach sexual health, had more experience teaching SHE, and felt more knowledgeable about sexual health topics were more likely to regard all of these factors as enhancing their willingness to teach SHE. The results are discussed in terms of their implications for training designed to increase teachers' willingness to teach sexual health. 相似文献