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首页> 外文期刊>Health Education >Health promotion in pre-service teacher education Effects of a pilot inter-professional curriculum change
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Health promotion in pre-service teacher education Effects of a pilot inter-professional curriculum change

机译：职前教师教育中的健康促进跨专业课程改革试点的影响

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摘要

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.
机译：目的-本文的目的是讨论在英国一所高等教育机构（HEI）开设的为期一年的研究生教育证书（PGCE）中学课程中，在职前教师教育中提供健康促进服务的课程变化。设计/方法/方法-本文从对现有的职前教师培训计划的初步调查和绘图中描述了迭代的开发过程，这为在课程中尝试新的健康促进成分及其实施提供了证据基础随后的评估。课程健康促进要素的变化反映了计划理念，该理念平衡了基于能力的课程要求与更加自由的教育和培训方法之间的平衡，在这种方法中，职前教师应认真地反思和评估他们的实践。这项工作采用社会建构主义的方法来进行教师教育，在这种方法中，教师通过对话与他人互动，并以合作和脚手架的方式向知识渊博的他人学习，从而发展他们的知识，技能和态度。调查结果-本文介绍了这些变化的结果，并讨论了其可持续性的意义。没有三年来的跨专业合作，就不可能对计划的健康促进部分及其实施进行更改。原创性/价值-据作者所知，尚未采用或报道过涉及跨学科协作方法来开发职前教师教育课程中健康教育组成部分的类似工作。

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  • 来源
    《Health Education》 |2012年第6期|p.525-542|共18页
  • 作者

    Jenny Byrne; Viv Speller; Sue Dewhirst; Paul Roderick; Palo Almond; Marcus Grace; Anjum Memon;

  • 作者单位

    School of Education, University of Southampton, Southampton, UK;

    School of Medicine, University of Southampton, Southampton, UK;

    School of Medicine, University of Southampton, Southampton, UK;

    School of Medicine, University of Southampton, Southampton, UK;

    Faculty of Health, Social Care and Education, Anglia Ruskin University, Fulbourn, UK;

    School of Education, University of Southampton, Southampton, UK;

    Division of Primary Care and Public Health, Brighton and Sussex Medical School, Brighton, UK and Brighton and Hove City Teaching Primary Care Trust, Brighton, UK;

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  • 原文格式 PDF
  • 正文语种 eng
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  • 关键词

    england; teachers; education colleges; curricula; health education; promotion;

    机译：英国;老师;教育学院;课程健康教育;晋升;

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