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Health Education in the Teacher Training Perspective - The Areas of Changes

机译：教师培训视野中的健康教育-变化的领域

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Purpose. To question the possibility of following the Education for change model in contemporary schools is, in fact, to question the teachers' professionalism and readiness to introduce changes. Professionalism involves a constant building up of processual knowledge based on academic education. It allows the teacher to build up the necessary competence to function effectively in open educational situations. The term vocation is limited to a set of closed, predefined skills which one can acquire by modeling and repetition. These are patterns of behavior in schematically perceived school situations. This view of the teacher's role limits the possibilities for the modification of those patterns. Basic procedures. I discuss the readiness of teachers in terms of their professional knowledge as well as in the context of the (im)possibility of realizing the tasks and goals of health education. I focus on the structure of this general, professional and normative knowledge. Due to its quality changes can be introduced in the educational process. This is connected to the question of understanding, and forms the basis for the teacher's conscious decisions. Results. The issues which the teacher has to confront with his or her professional knowledge are subjective in character. They relate to the creation of good relations between the teacher and the pupil. They are connected to the learning environment which, in turn, conditions the pupil's own level of activity and involvement. In this article I also discuss the conditions related to the building up of the pupil's senses of subjectivity and competence. Conclusions. Based on the above, I point out three complementary areas for the necessary changes in the preparation of health educators. The change goes from the perception of oneself as an object steered from the outside to the perception of oneself as an active subject of the occurring changes.
机译：目的。质疑当代学校采用变革教育模式的可能性实际上是质疑教师的专业素养和准备引入变革的意愿。专业精神涉及基于学术教育的过程知识的不断积累。它允许教师建立必要的能力，以便在开放的教育环境中有效发挥作用。术语“职业”限于一组封闭的，预定义的技能，可以通过建模和重复获得这些技能。这些是在示意性地感知到的学校情况下的行为模式。这种对教师角色的看法限制了修改这些模式的可能性。基本程序。我将根据教师的专​​业知识以及在（不可能）实现健康教育的任务和目标的背景下讨论教师的准备情况。我专注于这种一般性，专业性和规范性知识的结构。由于其质量的变化，可以在教育过程中引入。这与理解问题有关，并构成了教师有意识地做出决定的基础。结果。教师必须以其专业知识面对的问题具有主观性。它们与在老师和学生之间建立良好的关系有关。它们与学习环境相关联，而学习环境反过来又制约了学生自身的活动水平和参与程度。在本文中，我还将讨论与培养学生的主体性和能力感相关的条件。结论。基于上述，我指出了三个互补的方面，这些方面需要改变健康教育者的准备。变化从将自己视为从外部转向的对象的感觉，到将自身视为发生的变化的活跃主体的感觉。

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