Classroom teachers’ efficacy in teaching healthy behaviour content

Kulinna, Pamela Hodges; Cothran, Donetta J.; Kloeppel, Tiffany

doi:10.1080/13664530.2011.608513

Cited by 8 publications

(3 citation statements)

References 25 publications

(29 reference statements)

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“…One of the main challenges for pre-service teaching is finding teaching strategies and methodologies that can improve effective, efficient, attractive teaching behaviours and provide students with experience in learning. The success of pre-service teachers has been shown to increase during student teaching, but significantly decreased in the first year of teaching when teachers were in a new context (Hoy & Spero, 2005;Kulinna, Cothran, & Kloeppel, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

Zakaria¹,

Setyosari

Sulton

et al. 2019

Journal for the Education of Gifted Young Scientists

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This research aims to examine the effect of applying art-based learning model to the learning outcomes of effective teaching behavior of students in microteaching classes. The research design used a quasi-experimental design of non-equivalent control group design. Participants were students' microteaching classes in the Department of Islamic Studies, Universitas Islam Malang academic year 2018/2019. The subjects of this study were 103 pre-service teacher students consisting of 4 classes (2 experimental classes and 2 control classes, (54) in the experimental group, (49) in the control class). The experimental classes are taught art-based learning models and control classes are taught by practice-based models. The data tools used teacher observation instrument connecting descriptions of how effective teaching was. Research data were analyzed by independent sample t-test. It was found that pre-service teacher students' outcomes in the form of effective teaching behavior produced by art-based learning is higher than student learning outcomes used practice-based models.

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Section: Introductionmentioning

confidence: 99%

The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

Zakaria¹,

Setyosari

Sulton

et al. 2019

Journal for the Education of Gifted Young Scientists

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show abstract

“…The review, along with other literature, emphasized that to increase self-efficacy and positively impact the rate at which teachers implement health concepts in classrooms, teachers' confidence in being able to teach health needs to be improved and supported. [73][74][75][76][77] De Buhr et al 37 identified that teachers often feel their own HL is not sufficient to teach children, despite HL being included in the curriculum they are required to teach (Table 3). This is concerning, as 38% (n = 11) of health interventions identified by this study required the teacher to take on the role of the HLM (Table 5).…”

Section: Knowledge and Confidence Of Educatorsmentioning

confidence: 99%

An International Review to Characterize the Role, Responsibilities, and Optimal Setting for Health Literacy Mediators

Spencer

Kemp

Cruickshank

et al. 2021

Global Pediatric Health

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Health literacy is a critically important determinant of health and is influenced by access to supportive social networks and services. Global investment in education throughout the life course is required to support health literacy development. The aim of this review is to characterize the role, responsibilities, and the optimal setting for the emergent role of a Health Literacy Mediator (HLM). A scoping review of recent literature was conducted. The review revealed a lack of consensus on who should be teaching health literacy, and variability in confidence when teaching health literacy. Professionals reported facing barriers such as a lack of time, a lack of knowledge, and recognized that the health literacy needs of children worldwide are not being met. Further research into the role of HLM is required to determine who is best suited to this role and what their responsibilities will be to ensure consistent health literacy education.

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“…Therefore, professional development opportunities should be available to inservice classroom teachers to improve their teaching efficacy in PE. Kulinna, Cothran, and Kloeppel (2011) showed that classroom teachers' self-efficacy in teaching healthy behavior content increased after participating in workshops. Third, some classroom teachers lack the confidence to teach key areas of the PE curriculum (Morgan & Hansen, 2007).…”

Section: Introductionmentioning

confidence: 99%

Ghanaian Classroom Teacher Trainees’ Perceived Competence and Intrinsic Motivation in Physical Education

Sofo

Asola

Thompson

2021

International Journal of Educational Technology and Learning

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Primary school teachers in Ghana are non-specialists but are required to teach physical education (PE) in addition to the regular subjects taught in primary classrooms (CS). Using a Self-Determination Theory, this study examined classroom teacher trainees' (TT) perceived competence and intrinsic motivation in learning to teach PE. In addition, the study compared TTs' competence and motivation in PE and CS. Participants included a purposive sample of 190 from two colleges of education in Ghana. They completed modified forms of the Perceived Competence Scale (PCS) and the Intrinsic Motivation (IM) subscale of the Perceived Locus of Causality once. Descriptive statistics showed most TTs had moderate to high levels of competence and intrinsic motivation both in PE and CS. Independent Samples t-Test and One-Way ANOVA analyses indicated significant gender and grade level differences for PCS in PE. A Paired-Samples t-Test analysis indicated TTs' PCS mean score was significantly higher in CS than that in PE. However, TTs' motivation in PE and CS were similar. The classroom teacher trainees in this study perceived themselves to be less competent in PE than in non-PE contents (CS), even though their levels of motivation to learn to teach in both contexts were similar. This is consistent with extant literature that teachers in Ghanaian primary schools are not adequately prepared to teach PE. The development of children's PE programs in the country's teacher education institutions is warranted.

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Classroom teachers’ efficacy in teaching healthy behaviour content

Cited by 8 publications

References 25 publications

The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

An International Review to Characterize the Role, Responsibilities, and Optimal Setting for Health Literacy Mediators

Ghanaian Classroom Teacher Trainees’ Perceived Competence and Intrinsic Motivation in Physical Education

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