Health promotion in pre-service teacher education: effects of a pilot inter-professional curriculum change
Health promotion in pre-service teacher education: effects of a pilot inter-professional curriculum change
Purpose – The purpose of this paper is to discuss a curriculum change in the provision of health promotion in pre-service teacher education in a one-year postgraduate certificate in education (PGCE) secondary course in one Higher Education Institution (HEI) in England.
Design/methodology/approach – The paper describes the iterative development process, from an initial survey and mapping of the existing pre-service teacher training programme, which provided an evidence base for the piloting of a new health promotion component in the curriculum, and its subsequent evaluation. Changes to the health promotion element of the curriculum reflect the programme philosophy which balances the requirements of a competency based curriculum with a more liberal approach to education and training in which pre-service teachers are expected to critically reflect on, and evaluate their practice. This work adopts a socio-constructivist approach to teacher education, in which teachers develop their knowledge, skills and attitudes by interacting with others through dialogue, and learning from more knowledgeable others in a cooperative and scaffolded manner.
Findings – The paper presents the results of these changes and discusses implications for their sustainability. The changes made to the health promotion component of the programme and their implementation would not have been possible without the inter-professional collaboration that took place over three years.
Originality/value – To the authors’ knowledge similar work involving a multi-disciplinary collaborative approach to the development of a health education component of a pre-service teacher education curriculum has not been employed or reported.
525-542
Byrne, Jenny
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Speller, Viv
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Dewhirst, Sue
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Roderick, Paul
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Almond, Palo
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Grace, Marcus
bb019e62-4134-4f74-9e2c-d235a6f89b97
Memon, Anjum
6b06de54-d2da-446c-a552-30acbfcf4b83
2012
Byrne, Jenny
135bc0f8-7c8a-42d9-bdae-5934b832c4bf
Speller, Viv
ebd008c7-046a-4e17-b207-8e7825b20e10
Dewhirst, Sue
1d2e5fb5-b1f3-4b30-a75d-eecb760c0a82
Roderick, Paul
dbb3cd11-4c51-4844-982b-0eb30ad5085a
Almond, Palo
9f663186-9975-40a3-aae5-57526b27a2f6
Grace, Marcus
bb019e62-4134-4f74-9e2c-d235a6f89b97
Memon, Anjum
6b06de54-d2da-446c-a552-30acbfcf4b83
Byrne, Jenny, Speller, Viv, Dewhirst, Sue, Roderick, Paul, Almond, Palo, Grace, Marcus and Memon, Anjum
(2012)
Health promotion in pre-service teacher education: effects of a pilot inter-professional curriculum change.
Health Education, 112 (6), .
(doi:10.1108/09654281211275872).
Abstract
Purpose – The purpose of this paper is to discuss a curriculum change in the provision of health promotion in pre-service teacher education in a one-year postgraduate certificate in education (PGCE) secondary course in one Higher Education Institution (HEI) in England.
Design/methodology/approach – The paper describes the iterative development process, from an initial survey and mapping of the existing pre-service teacher training programme, which provided an evidence base for the piloting of a new health promotion component in the curriculum, and its subsequent evaluation. Changes to the health promotion element of the curriculum reflect the programme philosophy which balances the requirements of a competency based curriculum with a more liberal approach to education and training in which pre-service teachers are expected to critically reflect on, and evaluate their practice. This work adopts a socio-constructivist approach to teacher education, in which teachers develop their knowledge, skills and attitudes by interacting with others through dialogue, and learning from more knowledgeable others in a cooperative and scaffolded manner.
Findings – The paper presents the results of these changes and discusses implications for their sustainability. The changes made to the health promotion component of the programme and their implementation would not have been possible without the inter-professional collaboration that took place over three years.
Originality/value – To the authors’ knowledge similar work involving a multi-disciplinary collaborative approach to the development of a health education component of a pre-service teacher education curriculum has not been employed or reported.
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More information
Published date: 2012
Organisations:
Faculty of Health Sciences, Southampton Education School, Primary Care & Population Sciences
Identifiers
Local EPrints ID: 183675
URI: http://eprints.soton.ac.uk/id/eprint/183675
ISSN: 0965-4283
PURE UUID: e642c1b1-f2cf-4d5f-b4bd-1cfec800780d
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Date deposited: 03 May 2011 14:39
Last modified: 15 Mar 2024 03:10
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Contributors
Author:
Viv Speller
Author:
Sue Dewhirst
Author:
Palo Almond
Author:
Anjum Memon
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