2019
DOI: 10.1108/he-04-2019-0018
|View full text |Cite
|
Sign up to set email alerts
|

What does healthy eating mean? Australian teachers’ perceptions of healthy eating in secondary school curricula

Abstract: Purpose 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. Design/methodology/approach Secondary school teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3
1

Citation Types

0
6
0

Year Published

2019
2019
2024
2024

Publication Types

Select...
6

Relationship

0
6

Authors

Journals

citations
Cited by 7 publications
(6 citation statements)
references
References 37 publications
(52 reference statements)
0
6
0
Order By: Relevance
“…The present study, conducted with students in the 3rd year of primary education or the 1st year of CSE from the eight provinces of Andalusia, pursues as its principal objectives the analysis of existing relationships between the attitudes towards physical education of schoolchildren and their physical self-concept, level of emotional isolation and family functioning. These premises are of great interest when it comes to developing and adapting concrete teaching methods and strategies, which favor the development of programs that incentivize students' participation in AF and assume a positive role in the psychosocial development of students [49].…”
Section: Discussionmentioning
confidence: 99%
“…The present study, conducted with students in the 3rd year of primary education or the 1st year of CSE from the eight provinces of Andalusia, pursues as its principal objectives the analysis of existing relationships between the attitudes towards physical education of schoolchildren and their physical self-concept, level of emotional isolation and family functioning. These premises are of great interest when it comes to developing and adapting concrete teaching methods and strategies, which favor the development of programs that incentivize students' participation in AF and assume a positive role in the psychosocial development of students [49].…”
Section: Discussionmentioning
confidence: 99%
“…Inclusion of food and nutrition education in all teaching qualifications has been previously suggested as an enabler of integration across all subjects (Shakeri et al, 2020). As indicated, a common undergraduate and post-graduate education can provide a sound foundation for food and nutrition education in secondary schools (Boddy et al, 2019). According to survey results, 52.5% of teachers agree that this inclusion can facilitate an integration approach; one interviewee reported the existing obstacles (lack of time and finances) in provision of teacher professional development and stated that such inclusion can provide equal opportunity for all teachers.…”
Section: Lack Of Parental Involvmentmentioning
confidence: 99%
“…It is possible that access to diverse sources may result in fragmentation and concern for effective teaching resources. Additionally, teachers' lack of consistent exposure to scientific food and nutrition studies at the tertiary level may result in delivery of non-evidence-based food and nutrition education (Boddy, Booth, & Worsley, 2019). The importance of specifically designed curriculum-based teaching resources for food and nutrition education and specialised evidence-based food literacy professional development have been indicated in recent studies (Boddy et al, 2019;Lavallee, 2018).…”
Section: Lack Of Parental Involvmentmentioning
confidence: 99%
See 1 more Smart Citation
“…Prior research suggests that secondary school teachers with varied educational backgrounds such as teaching outside their area of subject expertise may affect their exposure to sound food and nutrition knowledge with detrimental consequences on their confidence to teach food curricula. (2) Inquiry into teachers’ food and nutrition professional learning requirements is necessary for the design of suitable professional development. This qualitative study explored the perspectives of food and nutrition professionals including academics and pre-service teacher educators; professional development providers; and food education curriculum developers.…”
mentioning
confidence: 99%