Identifying Primary School Teachers  Health Literacy

Lamanauskas, Vincentas; Augienė, Dalia

doi:10.36681/tused.2020.0

Cited by 10 publications

(21 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Regarding the structural model of health literacy, these findings necessitate promotion measures and follow up on Lamanauskaus’ claim that health-related competences have been neglected in teacher education [ 64 ]. Its early promotion has been widely discussed in the school setting [ 65 , 66 ], but (trainee) teachers should have well-developed health literacy as health promoters [ 67 , 68 ]. It is considered a necessary prerequisite for health-promoting behaviour and the maintenance and promotion of health [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

Teacher Trainees’ Well-Being—The Role of Personal Resources

Hohensee

Weber

2022

IJERPH

View full text Add to dashboard Cite

Teacher well-being is intrinsically associated with their personal resources, including health literacy and occupational self-regulation. However, there are few empirical findings on teacher trainees’ health literacy. Furthermore, occupational self-regulation has so far only been associated with indicators of occupational well-being. From a public health perspective, research on teacher trainees’ general well-being will benefit from taking both research aspects into account. In this study, we analysed data from 407 teacher trainees in Germany. Latent profile analysis confirmed the four occupational self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned), which differed significantly on the health literacy dimensions self-regulation, self-control, self-perception, proactive approach to health, communication and cooperation, and dealing with health information. The health literacy dimensions of self-regulation and self-control were mainly related to occupational self-regulation. Independently of each other, the self-regulatory types and the health literacy dimensions of self-regulation, self-control, and proactive approach to health predicted teacher trainees’ general well-being. If both constructs are considered together, the health literacy dimensions explain more variance in teacher trainees’ general well-being than the self-regulatory types. Research and practical implications are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Teacher Trainees’ Well-Being—The Role of Personal Resources

Hohensee

Weber

2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Toward the expected conceptual framework aimed by this research, it can be highlighted that one important aspect reflected by teacher-participants as shown in excerpt #1, for instance, that it is a critical consideration about the role of biology instruction to promote student health literacy. Although there were no more arguments supporting their view especially on what way the role could be represented in teaching and learning practice, nevertheless, their experiences on the relevance of some biological topics to health context discourse accentuated the view, and this is considerably in align with a number of studies (Bruselius-Jensen et al, 2017;Lamanauskas & Augiene, 2019;Vamos et al, 2020) who explained that science instruction (including biology) could have an important role to promote health literacy. Supporting this view of relevancy, it is important to understand how biology instruction could foster student health literacy in teaching and learning process.…”

Section: "In My Class Students Mostly Learn How To Receive [Biological] Information and Knowledge But They Have Less Experience To Use Itmentioning

confidence: 93%

“…It is viewed that health literacy has a strong relevance and needs to be involved in science classrooms as an important skill to be developed (Bruselius-Jensen et al, 2017;Lamanauskas & Augiene, 2019) for preparing students as responsible citizen to overcome communal health problems in their society (Vamos et al, 2020). Hence, as exemplify by previous studies in other countries (e.g Jacque, et al, 2016;Sakamaki, et al, 2005;van der Heide, et al, 2013) this means that a call of health literacy orientation must also be a great interest for contemporary biology education practices.…”

Section: Introductionmentioning

confidence: 97%

A narrative inquiry of socio-scientific issues-based e-learning development in biology to promote student health literacy

Subiantoro

Handziko

Wibowo

2021

Biosfer

View full text Add to dashboard Cite

Study on e-learning implementation has been growing as a great interest particularly in biology education research and practice. Whilst a number of research has shown various modes of e-learning, however, there is still a lack of understanding on how e-learning can be applied for health literacy orientation in biology instruction. This research aimed to develop a conceptual framework of SSI-based e-learning in biology to promote student health literacy. This research was conducted in narrative inquiry design. Nine people including five biology teachers, two experts in health education and two science teachers who are practitioners in e-learning implementation were voluntarily participated in this research. Data of this research are experiences, knowledge, or perspectives that were expressed by participants and were collected through semi-structured interviews. Thematic analysis approach was employed to analyse the data in three stages with trustworthiness and authenticity were applied for quality standard. Research findings show that there are three main aspects that need to be considered in developing an intended framework. These are: 1) e-learning platform could be used, 2) SSI-based learning pathways arranged in e-learning mode, and 3) additional e-learning elements need to be provided. Hence, these three aspects play essential roles in underpinning the framework of SSI-based e-learning in biology to promote student health literacy.

show abstract

“…Many fundamental and current health information topics are learned during childhood and continue throughout life. 2 Primary school teachers carry a great responsibility in creating health literacy in children and raising awareness of COVID‐19. 3 Teachers must have sufficient levels of health literacy and COVID‐19 awareness if they are to accomplish this task.…”

Section: Introductionmentioning

confidence: 99%

“… 5 , 6 , 7 , 8 The development of health literacy in children depends on the health literacy level of their teachers, who spend a lot of time with them in the school environment and are also their role models. 2 , 9 , 10 It is thought that teachers directly influence students' health literacy and can shape these levels. 11 , 12 A study conducted in Iran reported that more than half of preservice teachers have “inadequate‐problematic” health literacy.…”

Section: Introductionmentioning

confidence: 99%

Health Literacy and COVID‐19 Awareness Among Preservice Primary School Teachers and Influencing Factors in Turkey

Öztürk

Tezel

2022

Journal of School Health

View full text Add to dashboard Cite

Background Primary school teachers play an important role in furnishing children with basic knowledge about health literacy and awareness of COVID‐19. This study was conducted to determine the levels of health literacy and COVID‐19 awareness among preservice primary school teachers and the factors associated with this. Methods The sample of this cross‐sectional and correlational study consists of 978 preservice primary school teachers studying at 4 major universities in Turkey. The participation rate was 90.14%. Data were collected with 3 questionnaires, the Descriptive Characteristics Form, the Health Literacy Scale, and the COVID‐19 Awareness Scale. Results The mean score of the Health Literacy scale was 105.16 (SD = 13.04). The mean scores of the Contagion Precaution Awareness, Awareness of Following Current Developments, and Hygiene Precaution Awareness subscales of the Coronavirus Awareness Scale were 34.27 (SD = 6.19), 12.94 (SD = 4.34), and 11.69 (SD = 3.60), respectively. It was determined that the total health literacy score was affected by gender, school, and grade/year (freshman, sophomore, junior, senior) and that COVID‐19 awareness was affected by gender, age, grade/year, school, having contracted COVID‐19 or not, and being vaccinated or not in the various subscales (p < 0.05). Conclusions Preservice primary school teachers' health literacy was found to be sufficient with a moderate level of COVID‐19 awareness. We recommend planning interventions for preservice primary school teachers that will improve their health literacy and COVID‐19 awareness, taking influential factors into account when doing this planning.

show abstract

Identifying Primary School Teachers Health Literacy

Cited by 10 publications

References 17 publications

Teacher Trainees’ Well-Being—The Role of Personal Resources

Teacher Trainees’ Well-Being—The Role of Personal Resources

A narrative inquiry of socio-scientific issues-based e-learning development in biology to promote student health literacy

Health Literacy and COVID‐19 Awareness Among Preservice Primary School Teachers and Influencing Factors in Turkey

Contact Info

Product

Resources

About