Session Information
08 SES 12, Teacher’s Competences, Identity and Attitudes: Implications for Health Education and Health Promoting Schools
Paper Session
Contribution
Since the Ottawa Charta (WHO 1986), schools are recognised as important settings for health promotion. In this context, health promotion is defined with an emphasis on changing settings to healthy settings, while being inclusive for the whole school community. Health education is seen as a part of health promotion with the aim to produce health literacy (Nutbeam, 1998).
However, when aiming at implementing school health promotion activities, especially within the health-promoting school (HPS) approach as a comprehensive whole-school approach, difficulties often arise in practice – in Austria as well as in other countries worldwide (cf. e.g., Bond et al., 2001; Denman, 1999; Greenberg et al., 2005).
Teachers have been identified as change agents for health promotion in schools (cf. Jourdan et al., 2008). In order to achieve proliferation of school health promotion, teacher education is consequently needed to enable teachers to implement the HPS approach. In Austria, the teacher training colleges cover most of in-service teacher training. The research question is therefore, how health promotion is incorporated into in-service teacher training in Austrian teacher training colleges. Additionally, the study focuses on the question if the training offers are potentially able to support teachers in the implementation of a HPS approach.
Method
Expected Outcomes
References
Bond, L., Glover, S., Godfrey, C., Butler, H., & Patton, G.C. (2001). Building capacity for system-level change in schools: lessons from the Gatehouse Project. Health Education Behaviour, 28 (3), 368-383 Denman, S. (1999). Health promoting schools in England – A way forward in development. Journal of Public Health Medicine, 21 (2), 215-220 Greenberg, M.T., Domitrovich, C.E., Graczyk, P.A., & Zins, J.E. (2005). The study of implementation in school-based preventive interventions: Theory, research and practice. Vol. 3 of Promotion of Mental Health and Prevention of Mental and Behavioral Disorders. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration Jourdan, D., Samdal, O., Diagne, F., & Carvalho, G.S. (2008). The future of health promotion in schools goes through the strengthening of teacher training at a global level. Promotion and Education, 15 (3), 36-38 Nutbeam, D.(1998). Health promotion glossary. Health Promotion International, 13 (4), 349-364 World Health Organization (WHO). (1986). Ottawa Charter for Health Promotion. WHO Regional Office. Ottawa, ON
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