Mixed messages: pre-service Health and Physical Education teachers' understandings of health and the body and the expectations of the Australian curriculum (original) (raw)
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Curriculum Perspectives
The study purpose was to address a gap in the literature and gain a better understanding of Australian, specifically Tasmanian, primary school classroom teachers’ experiences of teaching health education (HE). By classroom teachers we mean generalist primary teachers, who in Australia typically teach all eight key learning areas (KLAs). In most Australian states and territories, HE exists within the health and physical education (HPE) mandated KLA, but often the delivery of HE is a responsibility assumed by classroom teachers as opposed to HPE specialists. Our study involved 53 primary classroom teacher participants in Tasmania and examined the state of play of HE. We used a mixed methods research design that included an online survey through which participants were subsequently invited to take part in semi-structured interviews. While participants tended to value HPE, we found HE was even more disenfranchised than physical education, within HPE as an already marginalised area, comp...
Teachers' talk about health, self and the student ‘body’
Discourse: Studies in the Cultural Politics of Education, 2012
Adrienne Rich's phrase 'the personal is the political' is well-worn in feminist literature. In a context where health imperatives are deeply embedded in school cultures and programming, we suggest the phrase has renewed purchase. Drawing on the testimonies of three New Zealand teachers, we explore the ways in which personal health dispositions and practices contour what and how physical and health education is envisaged in diverse school contexts and who is regarded as particularly 'at risk' of poor health outcomes. Teachers' perceptions of their students' health needs, their understanding of the role of schools in ameliorating children's health problems and the pedagogical choices made are each, we suggest, intimately linked to their lived histories of 'health', their understandings of their own and others' bodies and their personal convictions about what, for them, constitutes a 'good' and/or 'healthy' life. While the ubiquitous nature of health discourses, particularly those linked to obesity reduction, might at first blush, invoke notions of a shared agenda and a uniform commitment to improving children and young people's health, our analysis points to the diverse ways in which teachers constitute their role as health and physical educators, 'care' about students and teach health and physical education curricula.
Teacher' talk about health, self and the student ‘body
Discourse: Studies in The Cultural Politics of Education, 2012
Adrienne Rich's phrase ‘the personal is the political' is well-worn in feminist literature. In a context where health imperatives are deeply embedded in school cultures and programming, we suggest the phrase has renewed purchase. Drawing on the testimonies of three New Zealand teachers, we explore the ways in which personal health dispositions and practices contour what and how physical and health education is envisaged in diverse school contexts and who is regarded as particularly ‘at risk’ of poor health outcomes. Teachers' perceptions of their students' health needs, their understanding of the role of schools in ameliorating children's health problems and the pedagogical choices made are each, we suggest, intimately linked to their lived histories of ‘health’, their understandings of their own and others’ bodies and their personal convictions about what, for them, constitutes a ‘good’ and/or ‘healthy’ life. While the ubiquitous nature of health discourses, particularly those linked to obesity reduction, might at first blush, invoke notions of a shared agenda and a uniform commitment to improving children and young people's health, our analysis points to the diverse ways in which teachers constitute their role as health and physical educators, ‘care’ about students and teach health and physical education curricula.
Health Education
Purpose The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facil...
Pre-service teachers’ gendered attitudes towards role modelling in health and physical education
Physical Education and Sport Pedagogy, 2019
Background: Health and Physical Education (HPE) teachers are in a unique position to act as role models to their students. Purpose: To explore the expectations, beliefs and attitudes towards role modelling of health behaviours by pre-service teachers who were specialising in HPE, and those who were not. Study Design: Cross-sectional, Survey Design Method: N=637 pre-service teachers (who were in the first three weeks of their undergraduate Bachelor of Education course at three universities in Australia) completed self-report questionnaires asking about attitudes and beliefs toward role modelling of health behaviours. Comparison of attitudes and beliefs between those studying Health and Physical Education (HPE) and those studying other curriculum areas (classified as Bachelor of Education or non-HPE) were made. Results: We found both gender and degree-based differences in attitudes towards role modelling. Men were found to believe more so than women that HPE teachers should maintain a slim, athletic build which makes them appear as though they are fit and healthy. Male teacher education students who were not specialising in HPE were more likely than male HPE students to believe that Health and Physical Educators should maintain a 'slim, athletic appearance' and engage in regular physical activity. Conclusion: Pressure for HPE teachers to meet appearance and role modelling expectations may be coming more from men, and more from generalist teachers, as opposed to coming from within the profession. This research contributes to the debate regarding the fitness expectations of HPE teachers and has implications for physical education teacher education programs.