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Anthony Worsley - One of the best experts on this subject based on the ideXlab platform.
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What does healthy eating mean? Australian Teachers’ perceptions of healthy eating in Secondary School curricula
Health Education, 2019Co-Authors: Gail Boddy, Alison Booth, Anthony WorsleyAbstract:Teachers disseminate food knowledge and skills in Secondary School curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian Secondary School Teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum.,Secondary School Teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The Teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and Teacher career influences.,The Teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian Secondary Schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing School priorities and resources that limit the students’ exposures to food curricula. The Teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories.,These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for Secondary Schools and professional development courses for Teachers, which will foster healthy food habits for adolescents, and their families in the future.,Secondary School Teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.
Gail Boddy - One of the best experts on this subject based on the ideXlab platform.
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What does healthy eating mean? Australian Teachers’ perceptions of healthy eating in Secondary School curricula
Health Education, 2019Co-Authors: Gail Boddy, Alison Booth, Anthony WorsleyAbstract:Teachers disseminate food knowledge and skills in Secondary School curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian Secondary School Teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum.,Secondary School Teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The Teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and Teacher career influences.,The Teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian Secondary Schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing School priorities and resources that limit the students’ exposures to food curricula. The Teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories.,These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for Secondary Schools and professional development courses for Teachers, which will foster healthy food habits for adolescents, and their families in the future.,Secondary School Teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.
Paul Stephens - One of the best experts on this subject based on the ideXlab platform.
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student Teachers motivation to become a Secondary School Teacher in england and norway
Teacher Development, 1999Co-Authors: Chris Kyriacou, Age Hultgren, Paul StephensAbstract:Abstract This study sought to explore the reasons given by student Teachers in influencing their choice to become a Secondary School Teacher. Some 105 student Teachers in Stavanger and 112 student Teachers in York completed a questionnaire at the beginning of their postgraduate Teacher training course. Twelve student Teachers from each sample were then interviewed. Both groups reported being strongly influenced by enjoying the subject they would teach, liking to work with children, and the fact that teaching would enable them to use their subject. This is broadly in line with other studies. However, there was tendency for more of the student Teachers in the York sample, compared with the Stavanger sample, to place value on ‘wanting to help children succeed’ and ‘liking the activity of classroom teaching’; conversely, there was a tendency for more of the student Teachers in the Stavanger sample, compared with the York sample, to place value on ‘long holidays’ and ‘social hours’. These tendencies may in lar...
Alison Booth - One of the best experts on this subject based on the ideXlab platform.
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What does healthy eating mean? Australian Teachers’ perceptions of healthy eating in Secondary School curricula
Health Education, 2019Co-Authors: Gail Boddy, Alison Booth, Anthony WorsleyAbstract:Teachers disseminate food knowledge and skills in Secondary School curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian Secondary School Teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum.,Secondary School Teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The Teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and Teacher career influences.,The Teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian Secondary Schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing School priorities and resources that limit the students’ exposures to food curricula. The Teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories.,These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for Secondary Schools and professional development courses for Teachers, which will foster healthy food habits for adolescents, and their families in the future.,Secondary School Teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.
Stephen W. Harmon - One of the best experts on this subject based on the ideXlab platform.
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An analysis of the integration of instructional technology in pre-service Teacher education in Zimbabwe
Educational Technology Research and Development, 2009Co-Authors: Rodwell Chitiyo, Stephen W. HarmonAbstract:In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this study explored the integration of instructional technology (IT) by university lecturers in pre-service Secondary School Teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate IT into their instruction, and the constraints they face. Twenty-one lecturers in the colleges of education at three universities participated. The data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive, employing Miles and Huberman’s interactive data analysis model. Findings show that lecturers’ computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages. Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and the lack of appropriate initial and continuous staff development. This study is part of the nucleus of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in “developing” and/or low-income countries like Zimbabwe.