Sharon Moynihan
University of Limerick
Sharon Moynihan
University of Limerick
Approach taken to the Research
The approach taken to competencies here draws
from (Heywood et al., 1992). ‘what people do’ and
‘what they need’ to be able to do in their work. This
includes attributes; such as knowledge, abilities, skills
and attitudes.
Nutbeam's (2000:263) approach to health literacy is
adopted:
"the personal, cognitive and social skills which
determine the ability of individuals to gain access to,
understand and use information to promote and
maintain good health”
Aims of the Study
• To examine the core competencies needed for teachers
of health education in schools
• Need to examine competencies in varying contexts
(such as subject specific or cross curricular
implementation contexts)
• Important to examine if teacher HP competencies differ
from that of the general perspective or not.
- The list of the competencies derived from this
research may serve as a tool for developing teacher
training in the area.
- The study may serve as one of the frameworks for
assessing school HE/HP teacher training globally.
Methodology
• Delphi Study
- Opinions of international experts in health promotion
teacher education
- Pilot: 5 people (3 responded)
- Main Study: Sent to 26 people (20 responded)
- 77% Response Rate
-For the 1st round one core question
was employed in order to identify the
general competencies
Research Question
What do you believe are the
core competencies needed for
teachers of health education
in schools, in supporting the
development of health
literacy in students? Please
provide a short description of
each competency.
Progress so far
• 1st Round of the Delphi has been completed
- Responses have been collated and analysed.
- 138 various aspects were raised
- Have been divided into 36
categories
Background Info of Participants
Please state your gender
20%
Male
Female
80%
Background Info of Participants
Please state your profession
Other 2
7
Lecturer
Researcher 15
1
PhD student
10
Teacher educator
Teacher 2
0 2 4 6 8 10 12 14 16
Results
1. Content knowledge
Pertaining to the subject matter and the knowledge base associated with this
Knowledge of physical, social and mental health
2. Knowledge of the determinants of health
Awareness and knowledge of the factors associated with health and health
behaviour
Example: environment/social
Race/gender/family and community influences/economic status
Results
3. General pedagogical knowledge
Broad principles and strategies of classroom management and
organisation (Shulman, 1987)
This includes planning, motivation, creating a positive classroom
environment and knowledge of classroom management techniques
4. Pedagogical content knowledge
The blending of content and pedagogy into an understanding of how particular
topics are presented for instruction (Shulman, 1987)
Understanding of modern approaches to teaching health topics
Results
5. Knowledge of learners and their characteristics
This competency pertains to the teachers’ knowledge of the pupils in the
classroom
It is based on the teachers understanding of the learners values and
belief systems and their behaviour
6. Teacher as a ‘researcher’
This competency is centred around the teachers’ grasp of research
It is based on the idea that teachers need to keep up to date with the
Latest research in the field and to use these findings to inform their
teaching
Results
7. Communication Skills
This competency highlights the importance of the teachers’ ability to
communicate with various people in the course of their work, e.g.
students, colleagues, parents.
Participants highlighted the need for teachers to be able to listen and
interact with their students.
8. Knowledge and skills in planning, implementing and
assessing whole school health promoting initiatives
Knowledge and ability to engage with health promotion at a whole
school level
Teachers need to be willing to develop the health promoting school
concept in their schools
Results
9. Collaboration with various stakeholders
Participants highlighted the importance of the health education teacher’s
ability to collaborate with various people in their aim to develop
health literacy in their students
The ability to collaborate and work closely with the following:
- Students
- School personnel
- Parents and families
- Communities
- Experts in the locality
So what next?
• The next round is to ensue very shortly
• Questionnaire 2 – Each member will rate in
order of importance the list of
competencies presented (summary of 1st
round competencies). These will be further
analysed
Thank you for your attention!