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Hamblett, Mary. « Health Education Training for Teachers ». Health Education 94, no 5 (décembre 1994) : 29–33. http://dx.doi.org/10.1108/09654289410069629.
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Pickett, Karen, Willeke Rietdijk, Jenny Byrne, Jonathan Shepherd, Paul Roderick et Marcus Grace. « Teaching health education ». Health Education 117, no 3 (3 avril 2017) : 323–40. http://dx.doi.org/10.1108/he-10-2016-0051.
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Purpose The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose. Originality/value Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.
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Alhaji, Ibrahim Muhammad, Wun Thiam Yew et Nordin Abd Razak. « Mathematics Teacher Education Training for Quality School Teachers : An Assessment of Mathematics Teaching Needs of Preservice Teachers’ ». International Journal of Psychosocial Rehabilitation 24, no 04 (28 février 2020) : 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.
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Heathcote, Gaye. « Teachers, health education, and in-service training ». Health Education Journal 48, no 4 (décembre 1989) : 172–75. http://dx.doi.org/10.1177/001789698904800405.
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Chavan, Girish Manohar, et Vishwajeet Manohar Chavan. « Knowledge, attitude and practices of secondary school teachers regarding school health services in children ». International Journal Of Community Medicine And Public Health 5, no 4 (23 mars 2018) : 1541. http://dx.doi.org/10.18203/2394-6040.ijcmph20181232.
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Background: Being an essential member of school, it is the responsibility of teachers to inculcate healthy habits amongst children which thereby makes the future generation of a country healthy. Objective of the study was to assess knowledge, attitude and practices of school teachers and compare them between urban and rural school teachers with special reference to school health services.Methods: The present cross-sectional study was carried out in 520 rural teachers and 185 urban teachers with an aim of assessing teacher’s health related knowledge and skills.Results: Of the rural school teachers, 10.38% received school health training as compared to only 7.57% urban teachers. First aid training was received by 84 rural in contrast to only 24 urban school teachers. Mean percent knowledge score was similar for rural and urban school teachers. Mean percent attitude score amongst all schools, irrespective of their location, was 90%. Mean percent practice score among rural school teachers was 86.67% as compared to 76.67% among urban school teachers. Teacher performance score (sum of knowledge, attitude, and practices towards school health) in rural teachers was 79.64%, while that in urban school teachers was 72.21%.Conclusions: School teachers should be periodically assessed at various levels to get status of their knowledge and understanding regarding health education. It should be ensured that teachers should receive continued education and trainings related to health, especially importance of first aid and hygiene.
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Meek, Fiona, Jacqueline Specht et Susan Rodger. « A Mental Health Training Format for Adult Education Teachers ». Canadian Journal of School Psychology 32, no 2 (26 avril 2016) : 103–21. http://dx.doi.org/10.1177/0829573516645099.
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The present study investigated the needs of adult education staff pertaining to adult students’ mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants’ concerns and provide a direction for the needs assessment survey that was administered to the entire population of adult education teachers in the board. Two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys. An evaluation of the workshops indicated that the workshops were valuable and further training was desired. By educating teachers about students who are learning in the context of mental health challenges, we will be able to provide them with the necessary tools to do their jobs more successfully and comfortably.
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Komar, Olha. « FEATURES AND CONTENT OF TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS FOR FORMING A HEALTHY LIFESTYLE OF STUDENTS IN PHYSICAL EDUCATION LESSONS ». Problems of Modern Teacher Training, no 1(27) (30 mars 2023) : 32–40. http://dx.doi.org/10.31499/2307-4914.1(27).2023.278725.
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The article reveals the features and characterizes the content of the training of future primary school teachers for the formation of a healthy lifestyle for students in physical education lessons. The main provisions on which the training of future primary school teachers by means of physical education is based are defined. A person-oriented approach to the content of the training of future teachers is revealed. It has been proven that the content of the training of future teachers is a means of cultural transmission, mastering which acquirer adapts to the changing conditions of society, becomes capable of no adaptive activity. The main tasks of training future primary school teachers are defined, then its content is revealed, which consists of elements of social culture accumulated by mankind and passed on from generation to generation: a set of knowledge, abilities and skills, the formation of a worldview, as well as the mastering of the experience of humanity in a certain direction. A special component of the content of the studentsʼ training is singled out ‒ the acquisition of the ability to form a healthy lifestyle in elementary school students during physical education lessons. The importance of the physical education lesson in the formation of a healthy lifestyle of students is revealed. The content components of the training of future primary school teachers through the processes of forming a healthy lifestyle of students in physical education lessons have been established: knowledge, motor actions, physical exercises, bodily functions of the body, health systems, attitude to oneʼs health, to oneself, as values. Attention is drawn to the characteristics of health-improving systems, lifestyle, purposeful motor activity, and psychological readiness of future primary school teachers for the formation of a healthy lifestyle for students in physical education classes. The specifics of training future primary school teachers for the formation of a healthy lifestyle of students through the means of physical education are revealed. It has been proven that a health-preserving approach determines new goals and the result of training future primary school teachers for the formation of a healthy lifestyle for students by means of physical education.
Key words: features; content; preparation; future teachers; elementary school; formation of a healthy lifestyle; younger schoolchildren; physical education lessons.
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Zhara, Hanna. « COMPETENCE-ORIENTED FORMATION OF TEACHERS' INDIVIDUAL HEALTH PRESERVATION IN THE SYSTEM OF CONTINUING PEDAGOGICAL EDUCATION ». Innovative Solution in Modern Science 8, no 44 (9 janvier 2021) : 36. http://dx.doi.org/10.26886/2414-634x.8(44)2020.4.
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The requirements for up-to-date professional training of teachers provide for the formation of competencies that are close to the teacher's individual health preservation competence and are formed simultaneously with its components.The purpose of the article is to reveal the competence aspects of the formation of teachers' individual health preservation in the system of continuing pedagogical education.The consistency of the components of the individual health preservation competence with the competencies defined in the draft standard of teacher training is theoretically substantiated. The peculiarities of the components of individual health preservation competence formation in the process of continuing pedagogical education are shown, in particular, during the study of the course “Technologies of teacher's individual health preservation and professional burnout prevention” and the preventive program “Teacher's Health”.The proposed measures of formal and non-formal education, which are focused on the formation of the components of individual health preservation competence in future teachers and teachers-practitioners, allow to influence the formation of professional competencies defined by current standards.Kеуwоrds: teacher, health, individual health preservation competence, professional standard, continuous pedagogical education.
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Esenalieva, Gulzat, et Nurlan Shaidullaev. « PROFESSIONAL TRAINING OF FUTURE TEACHERS ». Alatoo Academic Studies 23, no 1 (30 janvier 2023) : 181–88. http://dx.doi.org/10.17015/aas.2023.231.19.
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Professional pedagogical training of future vocational teachers refers to the process of preparing individuals to become effective and competent vocational teachers. This type of training includes the acquisition of both theoretical knowledge and practical skills necessary for teaching in a vocational education and training setting. The article on this topic covers a range of issues, including pedagogical technologies, development of professional competence, and policies and practices that support the professional development of teachers. The article presents the points of view of authors from all over the world, including Russian authors, who provide a unique insight into teacher training in the Russian context. In general, the article emphasizes the importance of quality professional training for teachers to ensure effective professional education and training.
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Kotsur, Nadiia, et Lydiia Tovkun. « PROFESSIONAL TRAINING OF FUTURE TEACHERS IN BASICS OF HEALTH CARE ». Scientific Journal of Polonia University 50, no 1 (28 avril 2022) : 248–59. http://dx.doi.org/10.23856/5030.
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The purpose of the research is to explore the state of theoretical and practical training of future teachers in formation of skills and knowledge for schoolchildren’s health preservation. To implement the research goal, the following tasks have been set: to establish the state of scientific exploration for the problem of forming health preservation competence in psychological-pedagogical research works; to reveal the situation with training future teachers in formation of skills and knowledge for schoolchildren’s health care. To perform the said tasks, the following methods of research are applied: theoretical – analysis of academic sources and literature on the problem of forming health preservation competence in future teachers and healthy lifestyle in schoolchildren; empirical – questionnaire-based survey and mathematical analysis of the obtained results. As a result of the research, the issue of training future teachers in schoolchildren’s health care has been highlighted. Theoretical-methodological aspects of training future teachers for health preservation activities at institutions of comprehensive secondary education have been revealed. The practical importance of forming healthy lifestyle in future teachers in the course of studying medical and biological subjects has been demonstrated.The research involved a questionnaire survey of higher education applicants at the Bachelor level which focused on issues of forming health preservation competence, professional knowledge, skills and habits of maintaining healthy lifestyle for schoolchildren.
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Pereira dos Santos, Bianca, Claudiele Maria Mariano Costa, Fabio Bonadio Gonçalves, Giovana Rodrigues Leite, Caroline Lourenço de Almeida et Danielle Cristina Ferrarezi Barboza. « HEALTH EDUCATION INTERVENTION ». Health and Society 3, no 01 (6 mars 2023) : 156–71. http://dx.doi.org/10.51249/hs.v3i01.1170.
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The project is based on the importance of first aid in the school context. When thinking about traumas, deaths and sequelae related to children, falls, burns, drowning and suffocation are highlighted. Health promotion and prevention in schools is aimed at the various accidents to which children are vulnerable. With effective first aid, it is possible to perform adequate early intervention and reduce injuries and sequelae, thus reducing the patient’s suffering. Faced with accidents, teachers may have difficulties in making the right approach, hence the strategy of training them through simulations. Train employees of early childhood education in the identification and early intervention in the face of accidents within the institution; conduct an interview, assess their knowledge, carry out realistic interventions and simulations in first aid in different scenarios. This is a quasi-experimental, before-and-after, analytical study with a quantitative and qualitative approach to data treatment and analysis, with a view to evaluating realistic simulation as a teaching strategy in the acquisition of knowledge in first aid in children for teachers of the kindergarten. The work provided experiences of teaching and learning content related to the practice of first aid. It was a unique moment, in which, even in the face of the difficulty of time available for the researches, it was possible to establish a collaborative work between them and the researchers. In absolute numbers, there was a slight improvement in the post-test. Understanding the importance of the problem worked on, it is suggested that the training be carried out in a greater number of meetings, allowing for greater reflection, training, experiences and learning.
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Boltivets, Sergii Ivanovich. « Psychophysiological Training of Physical Culture Teachers and Coaches to Preserve the Mental Health of Teenagers ». Mental Health & ; Human Resilience International Journal 6, no 2 (2022) : 1–3. http://dx.doi.org/10.23880/mhrij-16000198.
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The article reveals the main dimensions of the psychophysiological training of future physical education teachers and coaches in general secondary education institutions, sports clubs and children’s and youth sports schools to understand and take into account in the pedagogical work the peculiarities of adolescence, to create conditions for the formation of physical culture of children and adolescents with various acquired dysfunctions in wartime conditions. It is noted that the psychophysiological preparation of future physical education teachers and trainers determines the motives, content and direction of children’s motor activity, which is characterized by distinct tendencies towards individualization according to indicators of psychophysiological development and nosological units of chronic diseases. Attention is drawn to the general trend caused by the Russian Federation’s war against Ukraine, aimed at the destruction of the Ukrainian people and, first of all, its younger generations, which is the increase in the disability of children of all age groups. Related to this is the emergence of a general societal need for the training of future physical education teachers and coaches in general secondary education institutions, sports clubs and children’s and youth sports schools, capable of creating conditions for the formation of physical culture of children and adolescents who have lost limbs, have been traumatized, which led to persistent impairments of intelligence, locomotor apparatus, vision, hearing, speech or a combination of various dysfunctions acquired in wartime conditions.
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Hurin, R. S., S. O. Ihnatenko et Z. R. Mamatova. « FUTURE PHYSICAL EDUCATION TEACHERS TRAINING FOR PROJECTING HEALTH-PRESERVING ACTIVITIES ». Innovate Pedagogy 1, no 33 (2021) : 46–49. http://dx.doi.org/10.32843/2663-6085/2021/33-1.10.
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Gulliford, Ronald. « The training of teachers in special education ». European Journal of Special Needs Education 1, no 2 (décembre 1986) : 103–12. http://dx.doi.org/10.1080/0885625860010202.
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Davis, Christine, Nancy M. Jelsma et Thomas L. Valey. « Health Concerns and Teacher Training of Selected Elementary Teachers in Michigan ». Journal of School Health 55, no 4 (avril 1985) : 151–53. http://dx.doi.org/10.1111/j.1746-1561.1985.tb04106.x.
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Hohensee, Elena, et Stephan Schiemann. « Health and Health Literacy in Teacher Education : Comparative Analyses of Student Teachers and Teacher Trainees ». Kwartalnik Pedagogiczny, no 66/4 (15 juin 2022) : 92–115. http://dx.doi.org/10.31338/2657-6007.kp.2021-4.5.
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Health literacy (HL) represents an important determinant of health and is considereda necessary prerequisite for health-promoting behaviour as well as the maintenance andpromotion of health. Strengthening HL is an important aspect of prevention and healthpromotion in the context of (teacher) education and it is partially integrated into theGerman Professional Standards for Teachers. Previous study results of (prospective) teacherspoint to deficient training regarding health-related competencies in the context of theirqualification. Overall, there are too few studies on prospective teachers’ HL and only few thatfocus on the key health-related competencies of HL in the context of prospective teachers’health. Linking this study examined the HL and health status of student teachers (ST) andteacher trainees (TT) and their differences. In addition, the association between the twoconstructs will be elaborated. In this study, 195 ST and 242 TT participated in an onlinesurvey, which used questionnaires to assess HL and health status. The statistical analysis tookinto consideration t-tests, product-moment correlations, and multivariate regression analyses. With the exception of key HL competence communication and cooperation, the other key HLcompetencies were significantly stronger among ST. In contrast, TT assessed their healthstatus significantly better. In terms of correlations, ST and TT abilities to self-regulate playeda leading role. In ST, self-regulation represented the statistically strongest predictor forhealth status, but in TT, proactive approach to health represented the strongest predictor.
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Vypasniak, Igor, Lyudmila Shesterova et Iryna Kryventsova. « The professional readiness of student-teachers in physical education in Ukraine's war-torn areas ». Pedagogy of Health 2, no 2 (31 décembre 2023) : 83–90. http://dx.doi.org/10.15561/health.2023.0205.
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Background and Study Aim. Military conflicts present unique educational challenges and complexities for students specializing in physical education. These conditions can profoundly impact their professional preparedness and alter their educational priorities. Thus, this study aims to assess the level of professional preparedness of physical education student-teachers living in areas of military conflict. Materials and Methods. Three Ukrainian universities contributed students to the study, two from the eastern conflict zones (including Kharkiv) and one from the western shelling-prone area (Ivano-Frankivsk), with a total of 157 participants (61 male, 96 female). The survey 'Level of Professional Preparedness of Physical Education Student-Teachers', containing 39 questions, was used. For statistical analysis, the PyCharm CE development environment and various Python programming language libraries were utilized. Results. Statistical evaluation using the Kruskal-Wallis test revealed notable differences in student responses among the university groups. Further analysis using the Mann-Whitney test for each pair of universities revealed differences between pairs of groups. However, there are no statistically significant differences between universities 1 and 2 from Kharkiv (war zone). The fewest correct answers were received on the question about the influence of a teacher's professional qualities on the overall growth of a student and the question about the atmosphere for learning. Conclusions. The professional competencies of physical education teachers play an important role in the educational process. It is noted that there is a need to improve teacher training in various aspects, including the impact of their professional qualities on student success.
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Fu, Qian, Jiali Yao, Qinyi Tan et Runjin Gui. « Teacher Training Needs and their Influencing Factors : A Case Study of 13 Chinese Border School Teachers ». International Journal of Learning, Teaching and Educational Research 20, no 10 (30 octobre 2021) : 331–49. http://dx.doi.org/10.26803/ijlter.20.10.18.
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Teacher training is not only the way to improve the quality of teachers in China's border areas, but also one of the collaborative paths to promote the high-quality development of regional education. Teacher training needs to provide a practical reference for specific service teacher training. Through conducting semi-structured, in-depth interviews, and using the grounded-theory three-level coding method for discourse analysis, this study explores teacher training needs and their influencing factors and how such factors influenced teacher learning and the development of teaching communities in border areas, in China. In the coding process, the researchers used MAXQDA (20.4.0) for auxiliary analysis. This work has constructed a model of teacher training needs and its influencing factors. Teacher training needs in border areas include training format, training content, training intensity, training opportunities, and training practicality. The factors include subjective factors, organizational development, institutional environmental factors, and field culture factors. According to the results of the model analysis, we put forward these optimization strategies: provide special mental health courses and counseling services for border teachers; carry out school-based training to form teachers' learning community; plan special training and create an international influence of border education, which would enhance teachers’ sense of professional honor and improve the perception threshold of achievement.
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Degen, Johanna. « “I Feel Like a Sex Ed Wizard Now” ». International Review of Theoretical Psychologies 2, no 1 (23 décembre 2023) : 72–93. http://dx.doi.org/10.7146/irtp.v2i1.142792.
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The discourse around sex education is ambivalent and normatively loaded, stretching roughly between conservatism, liberalism, and neo-emancipation. In Germany, teachers receive no specific training and have little access to education, besides short and optional training from third-party providers. As a result, they feel left alone, overburdened, and politically at risk while simultaneously reporting a personal desire to make a positive change. Teach Love is a psychological knowledge transfer project applying critical community psychology to teachers’ continuing education on sex education. The participants receive emotion-, value-based, and pluralistic digital training based on empirically assessed needs and in collaboration with scientists (psychology, pedagogy, sociology) and practitioners (therapists, teachers, midwives) focusing on comprehensive competence. In this contribution, I present the empirically assessed teacher's needs on sex education and the resultant didactic. Second, I present the empirical post-measure evaluations to discuss the potential of applied critical community psychology in teachers' professionalisation. This contribution serves in three ways. Firstly, the paper presents a practically tested approach to how to deal constructively with polarizing topics in pedagogy. Secondly, the results show how to support teachers by applying critical community psychology in the teacher's professional development. Finally, insights into digital education formats, their applicability, effectiveness, and acceptability are gained.
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Radionova, Olena. « DEVELOPMENT OF HEALTH CULTURE OF FUTURE PHYSICAL EDUCATION TEACHERS AS A BASIC CONDITION FOR THE FORMATION OF HEALTH-PRESERVING COMPETENCE OF SCHOOLCHILDREN ». Academic Notes Series Pedagogical Science 1, no 191 (2020) : 262–64. http://dx.doi.org/10.36550/2415-7988-2020-1-191-262-264.
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The article looks at the issue of health education for future physical education teachers, it also substantiates the need to insure they undergo professional development in the area of health promotion for students of elementary and secondary schools. The essence and sings of health culture of the future teachers of physical education. The data presented in this article is based on a research in the field of health education for students who are studying to become physical education teachers, which was conducted by the author. This data points to a rather low level of student health education and of their health culture level, which in return will have a negative impact on the quality of their professional activity when it comes to cultivating resiliency in elementary and secondary school students. This can be done with the destructive or indifferent attitude of future teachers to their health and affects the quality of their health function. The function of creating health is seen as a unity of components: - inclusion in the content of education of some issues related to the formation of student’s healthy lifestyle skills focused on the value of health and motivation to creative behavior. - self-development of students in the field of health saving knowledge (professional and personal). In general, the article heretically substantiates the problems of trading future teachers of physical education. the article considers the preservation of health through pedagogical means as giving a humanistic attitude to the educational environment and learning process, denial of violent training methods relying on the internal positive motivation towards training activities, development of personal and physical capacities of students elementary and secondary schools, outlines the current state of professional training of student in higher education. The article explores conceptual ideas, approaches, methods and paths for promoting health education among future teachers and development of their culture of health.
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Lorenz, Rodney A., James W. Pichert, Elaine J. Boswell, Robert N. Jamison et David G. Schlundt. « Training Health Profession Students to be Effective Patient Teachers ». Medical Teacher 9, no 4 (janvier 1987) : 403–8. http://dx.doi.org/10.3109/01421598709008334.
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Uhm, Dongchoon, et Hyang Soon Oh. « Disaster Preparedness of Child Care Teachers : A Cross-Sectional Study in South Korea ». Disaster Medicine and Public Health Preparedness 12, no 3 (17 octobre 2017) : 321–28. http://dx.doi.org/10.1017/dmp.2017.68.
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ABSTRACTObjectiveWe aimed to identify the differences in personal disaster preparedness and disaster risk perception among child care and preschool teachers in South Korea by using demographic characteristics and disaster-related questions.MethodsA cross-sectional self-reporting questionnaire was administered from February to October 2014.ResultsOf all the participants, 68.1% had received disaster preparedness education and training on 2 or more occasions per year; 13.2% had received no education or training. Personal disaster preparedness differed significantly by marital status (P<0.05), the number of disaster education and training sessions attended (P<0.05), and having purchased home insurance (P<0.001). Disaster risk perception differed significantly by children’s age group under a teacher’s care (P<0.05). The topic on which child care teachers wanted more training was “fractures and bleeding emergency care” (53.9%). The most probable disaster was considered to be a typhoon (66.0%).ConclusionsDisaster preparedness is important for both young children and their teachers. Field-based teacher disaster preparedness education and training should be provided so that they can respond effectively to disaster occurrence regardless of type, time, or location. (Disaster Med Public Health Preparedness. 2018; 12: 321–328)
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Stroilova, Daria. « Training of future health basics teachers for the application of healthcare technologies ». Pedagogical Process : Theory and Practice, no 4 (2018) : 85–90. http://dx.doi.org/10.28925/2078-1687.2018.4.8590.
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The article deals with the new development and method of improving the training of future teachers of the foundations of health, since at the present stage of the formation of the Ukrainian state one of the urgent needs is the reform of the system of training pedagogical staff, the creation of a higher educational institution of health-preserving educational and educational environment; actualization of the healthcare-saving context in the content of the future teacher’s preparation of the fundamentals of health and its focus on professional activities. In modern conditions, the peculiarities of pedagogical education in secondary education institutions of Ukraine are represented by several factors, namely, the improvement of the content of the pedagogical system through change and its main goal is determined in the training of specialists with a new type of thinking capable of ensuring the versatile development of the student as a person and the highest value of society. The analysis of the results of implementation of the methodical system of training of future teachers of the basics of health to the application of health-saving technologies in professional activity is presented. The results of the experimental work prove the effectiveness of the implemented methodical system of training future teachers of health care to the application of health-saving technologies. This suggests the expediency of its wide use in the professional training of future teachers of the foundations of health. The study does not exhaust all aspects of the identified problems of healthcare-saving technologies in the professional activities of future teachers.
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Soultatou, Pelagia, et Kyriacos Athanasiou. « School Health Education and Teachers’ Preservice Training : The Case of Greece ». Education Sciences 14, no 5 (1 mai 2024) : 483. http://dx.doi.org/10.3390/educsci14050483.
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Background: School health education (SHE) serves as a primary pedagogical aspect of public health. This study aims to explore the curricula of preservice schoolteachers, examining whether graduate courses in Greek universities include SHE, how it is structured, and whether critical pedagogy principles are integrated. Methods: A corpus of n = 21 documents was compiled, encompassing all educational departments in Greek higher education, including Departments of Early Childhood Education and Care (n = 3), Departments of Preschool Education (n = 9), and Departments of Primary Education (n = 9). Results: Content analysis revealed the presence of SHE in 11 out of 21 educational departments. Thematic analysis uncovered significant variability in the curricula, with greater emphasis placed on health-related topics rather than the methodologies and values of SHE. Critical pedagogy principles were not explicitly evident in the curricula, while a persistent biomedical orientation left little room for the development of concepts related to social justice. Conclusions: This study represents the first of its kind in Greece and among the few internationally to examine preservice training for schoolteachers in SHE. The findings underscore the need for revisions to align with the key lessons learned from the major public health crisis of the COVID-19 pandemic. It is imperative to acknowledge that vulnerabilities have been exacerbated, and inequalities widened, necessitating a reassessment of current approaches to health education within teacher training programs.
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DENYSOVETS, T., et O. KVAK. « TRAINING ORGANIZATION FOR PE TEACHERS TO FORM PUPILS’ HEALTHY LIFESTYLE THROUGH PHYSICAL EDUCATION ». Pedagogical Sciences, no 78 (29 décembre 2021) : 126–30. http://dx.doi.org/10.33989/2524-2474.2021.78.249849.
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The article analyzes and substantiates that human health is the most important social value and is closely related to the fundamental right of the individual to physical, spiritual, social well-being in terms of maximum length of active life. We interpret health as a complex, holistic, multi-vector dynamic state that shows progress in the process of realization of genetic potential in the context of a particular social and ecological environment and allows a person to realize its important biological and social functions to varying degrees.Definitely, a healthy lifestyle of a future physical education teacher represents a system of formed theoretical skills and practical skills of daily behavior, the functional direction of which is to preserve and strengthen their own health in its various manifestations (physical, mental, moral, spiritual, social, professional), compliance important leading guidelines for the implementation of pedagogical activities, which is based on the organization of the educational process, taking into account the formation of health skills.The level of elaboration of the issue concerning the preparation of physical education teachers for the formation of a healthy lifestyle of student youth in the field of education is thoroughly analyzed. The essence of the concept of “healthy lifestyle” is revealed in detail, the peculiarities of its formation in schoolchildren of different age categories are characterized. The structure of readiness of the teacher of physical culture to the organization and introduction of health-preserving activity which leading components, in our opinion, are: motivational, cognitive, activity, improving, reflexive is defined. The basic levels of formation of readiness of the teacher of physical culture to the organization of healthpreserving activity - high, sufficient, basic, elementary are characterized.It is established that the readiness of a physical education teacher to organize health activities is the result of comprehensive preparation for the professional role of teacher, organizer, moderator of health, sports, sports and mass process in the institution, it is the ability to create health culture and healthy lifestyle of students and actively participate in creating a healthy educational environment of the educational institution.
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Mashovets, Maryna A., Svitlana P. Palamar et Yurii Y. Savchenkо. « DEVELOPMENT OF PUBLIC HEALTH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS ». Wiadomości Lekarskie 74, no 6 (2021) : 1376–81. http://dx.doi.org/10.36740/wlek202106117.
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The aim: Investigate the health-saving direction of the content of academic disciplines and pedagogical practice in the educational programs of the 1st (bachelor’s) educational level of specialties 012 Preschool education and 013 Primary education. Materials and methods: A set of methods were used in the paper: general scientific (analysis, synthesis, comparison, systematization, generalization), empirical (observation, interviews, questionnaires) to form and understand the values of public health in the student community. Results and conclusions: The development of public health in the student community is seen as an understanding of the value of their own health and mastery of healthsaving technologies for their use in the future teaching profession. Theoretical understanding and the results of practical work with students of the 1st (bachelor’s) educational level of specialties 012 Preschool education and 013 Primary education made it possible to determine the nature and content of the development of public health elements during student life of higher education students and the near future professional activity of preschool and primary school teachers.
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Barrios, Mónica Espinoza, et Sandra Oyarzo Torres. « Interprofessional health education teacher training at the University of Chile ». Journal of Educational Evaluation for Health Professions 18 (15 novembre 2021) : 30. http://dx.doi.org/10.3352/jeehp.2021.18.30.
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The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.
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Cozzens, Jessica. « Assessing the Awareness of Adolescent Sexual Health Among Teachers-in-Training ». American Journal of Sexuality Education 1, no 3 (20 juillet 2006) : 25–50. http://dx.doi.org/10.1300/j455v01n03_03.
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Canales Inga, Wendy Viviana, Nicanor Segismundo Asmat Vega, Jorge Aurelio Engracio Salinas et Luis Alberto Núñez Lira. « Higher education in times of health crisis 2020 ». LAPLAGE EM REVISTA 7, no 3C (18 septembre 2021) : 60–72. http://dx.doi.org/10.24115/s2446-6220202173c1504p.60-72.
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The purpose was to analyze the learning processes in virtual education in students of a university in Huacho, 2020, where two categories have been considered: virtual education and skills in the context of this health emergency. From the qualitative approach, the population made up of university students was studied and the effectiveness of virtual education was obtained as a result, considered as a means of interaction between students and teachers despite the limitations: internet access, saturation of the university platform and greater teacher training in the use of technological tools. The category of competencies shows the ignorance of students about generic competences and specific competences, for which it is necessary to reinforce virtual education in the accompaniment and training of teachers and students.
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Shambetaliev, Kanatbek, Nurgul Koilubaeva et Tuigun Bekturov. « THE MEANING OF PEDAGOGICAL REFLECTION AND TRAINING ». Alatoo Academic Studies 23, no 3 (30 septembre 2023) : 148–55. http://dx.doi.org/10.17015/aas.2023.233.16.
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The article discusses the problems of teacher in pedagogical reflection. Currently, the formation of pedagogical reflection is considered one of the important directions for improving the quality of the pedagogical process of teachers professional activities in the education system. Since development and education are internal processes, they cannot be controlled by external forces. In order to direct them in a certain direction and help the child understand what he is being taught, the teacher must first of all be able to imagine and understand these processes, analyze them, correct and organize them. Reflection in pedagogical activity is the most important condition for the development of a teacher’s creative abilities, as well as an introspective method of self-government and knowledge of others. This ability is a characteristic and very necessary quality for school teachers and students who choose a pedagogical university.
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Betker, Lyudmila M. « TRAINING OF TEACHERS FOR INCLUSIVE EDUCATION FOR CHILDREN WITH LIMITED OPPORTUNITIES OF HEALTH ». Yugra State University Bulletin 13, no 1-1 (15 mars 2017) : 25–28. http://dx.doi.org/10.17816/byusu2017131-125-28.
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The article deals with training based on resource centers for inclusive education as a form of professional development of teachers in their preparation for the design and implementation of adapted educational programs. The article raises the question of scientific and methodological support of resource centers for inclusive education. It discusses the need for tutor support in teachers training that will provide the individualization process of preparing teachers for new activities.
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Ahuja, Vipin, Annapurna Ahuja et Nilima Thosar. « Evaluation of knowledge and awareness of pediatric oral health among school teachers of Hazaribag before and after oral health education. » F1000Research 12 (9 octobre 2023) : 1292. http://dx.doi.org/10.12688/f1000research.137436.1.
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Background: Oral health education of school teachers will surely have a direct influence on evolving oral habits at an inchoate stage and assuredly help to garner oral health knowledge in children. The aim of this study was to assess the knowledge of school teachers about pediatric oral health and the assessment of the impact of a webinar training intervention in improving their knowledge. Methods: A total of 153 teachers participated in the research. A self‑administered, 30‑item questionnaire was designed in the English language and consisted of two sections: the first section included demographic details; the second section included 30 questions on pediatric oral health with three divided subsections as follows: Subsection A (including 7 questions): Questionnaire on general pediatric oral health, Subsection B (including 9 questions): Questionnaire on preventive pediatric oral health, Subsection C (including 14 questions): Questionnaire on clinical pediatric oral health. After receiving Google forms, all the participants participated in an oral health education webinar program using a web-based online education training protocol on the Zoom platform. After this webinar training session, post-training assessment of the oral health knowledge scores was done using the same online semi‑structured self‑administered questionnaire. Results: The inadequacy in knowledge of school teachers was evident and they need to be trained in many preventive and clinical protocols of pediatric oral health. However, a highly statistically significant increase (P < 0.001) in mean knowledge scores of school teachers was seen after a 1‑day training program. Conclusion: The training method was well received and improved the knowledge of school teachers on pediatric oral health.
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Anderson, Melissa, Aliza Werner-Seidler, Catherine King, Aimée Gayed, Samuel B. Harvey et Bridianne O’Dea. « Mental Health Training Programs for Secondary School Teachers : A Systematic Review ». School Mental Health 11, no 3 (3 octobre 2018) : 489–508. http://dx.doi.org/10.1007/s12310-018-9291-2.
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Babich, Viacheslav. « Some Aspects of Professional Training of Future Teachers of Physical Culture for the Formation of Social Health of Primary School Students ». Bulletin of Luhansk Taras Shevchenko National University 1, no 1 (339) (2021) : 42–51. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-42-51.
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The article is devoted to the problem of professional training of future physical education teachers to the formation of social health of primary school students. It is noted, that today the concept of «social health of primary school students» remains almost unexplored, needs to develop the content and structure of social health of students of this age period. It is revealed, that the formation of social health involves the mastery of the student's knowledge, skills and necessary experiencein the context of interaction with the micro-, meso- and macro-environment, leading a healthy lifestyle, etc. It is noted, that the formation of social health should begin with the first grades in general secondary education. Significant potentialin the above contexthas an educational subject «Physical culture». It is emphasized, that at present the modernization of the process of training future physical education teachers is a particularly important problem, in particular on the mastery of the latter necessary arsenal, knowledge, skills, abilities and the minimum necessary in the context of the formation of social health of primary school students. It is determined that in the conditions of education reform there is an urgent need to develop pedagogical conditions for professional training of future physical education teachers for the formation of social health of primary school students, correction of the content of professional disciplines, as well as improving the forms, methods and technologies of training future physical education teachers in the above context.
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Terzieva, Galena. « Development of Professional-Pedagogical Competence in the Field of Hygiene and Health Education ». Педагогически форум 10, no 3 (2022) : 26–32. http://dx.doi.org/10.15547/pf.2022.018.
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The development of knowledge and skills in hygiene and healthy living is most efficiently carried out during the primary school age. The necessity of teaching science-based and systematized information comes to the fore, in order to lay the foundation of student’s healthy lifestyle. Such need together with being sensitive to the normative changes in the field of health education and professional-pedagogical competences, leads to a greater demand of proper academic training of teachers-in-training. The goal of this study is to analyze the degree of development of skills, knowledge and professional competence in the field of hygiene and health education of future primary school teachers. The main methods that are used are didactic testing, pedagogical observation, resolving of cases. The results show that after specialized training, the knowledge and skills as well as the abilities to organize a learning process tailored to the hygiene and health requirements of all participants – students in Pre-school Education and Primary Education Majors, are at a satisfactory level.
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Administrator, Administrator, Chusnul Chotimah, Indra Prasetyo et Ruddy Winarko. « PENGARUH DIKLAT DAN MOTIVASI TERHADAP KEMAMPUAN GURU MENYUSUN RPP INOVATIF DI GUGUS 06 KECAMATAN BOJONEGORO ». Jurnal Manajerial Bisnis 2, no 01 (19 mars 2019) : 1–13. http://dx.doi.org/10.37504/jmb.v2i01.114.
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This study aims to describe the ability of teachers in Cluster 06 of Bojonegoro Subdistrict in trainingand motivational teachers. The addition was to find out the training and teacher motivation thatinfluenced the teacher's ability in Cluster 06 of Bojonegoro District. The population in this study wereall teachers of Clusters 06 of Bojonegoro District as many as 35 people. This study uses a quantitativeapproach with an explanatory research type. The number of samples in this study proved to be 35teachers. In this study, researchers used hypothesis testing. Hypothesis testing is done to determine therelationship and influence between variables and dependencies in the hypothesis. The steps taken are bydetermining the influence of the research variables and the price of the hypothesis formulated. The resultsof data analysis showed that the ability of the Cluster 06 District of Bojonegoro teachers in training andmotivational teachers was in good category. What influences the teacher in the education and trainingand teachers in Cluster 06, Bojonegoro District consists of the level of formal education, technicaltraining that has been followed, the ability to master and understand technical tasks.Keywords: education and training, teacher motivation, teacher ability
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Makarova, Tatiana S., Eugenia E. Matveeva, Maria A. Molchanova, Elena A. Morozova et Natalia V. Burenina. « Teaching Foreign Languages Inclusively : Standards for Teacher Competence ». Integration of Education 25, no 1 (30 mars 2021) : 144–58. http://dx.doi.org/10.15507/1991-9468.102.025.202101.144-158.
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Introduction. The adequate professional and psychological-methodology training of teachers is of major importance in teaching a foreign language to learners who have health impairment. In spite of the numeral works published in Russia and abroad which cover various aspects of this problem the given article is the first to do the detailed analysis of teachers’ survey in order to reveal the knowledge, competences and skills necessary for their effective work in inclusive classes. The aim of the article is to develop a teacher training/retraining programme, which is based on the state professional educator standard and able to make teachers ready to work with learners who have health impairment. Materials and Methods. Methodology of the research represented is a combination of critical overview of works by Russian and foreign authors, other relative materials and detailed analysis of the results obtained through query of university and school teachers which was necessary for working out a relative teacher training programme that will make them ready to work in inclusive classes. 30 teachers took part in the survey. Results. As a final product of the research done on the basis of accurate analysis of theoretical resources and results of the survey a conceptual framework of teacher’s knowledge and skills necessary for effective work in inclusive class was developed by the authors. They also produced a teacher training programme, criteria and forms for assessing teacher’s acquisition of the programme being included. Discussion and Conclusion. The teacher training course developed by the authors is the relative contribution to the development of Psychology and Pedagogy of teaching foreign languages. It is essential that the programme is a model that can be adapted according to the interests of a potential target audience of educators. The course should help reshape the general competences as defined by the existing standard of teacher training so as to build up specific skills pertaining to teaching SEN learners inclusively. It should be an integral part of contemporary teacher pre-service preparation.
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Berekbussunova, Gulzhan, Meirimgul A. Yerkinbekova, Lyazzat Komekbayeva, Bayan Kuandykova et Umetkul A. Uakpaeva. « Performance criteria for vocational training of physical education teachers ». Retos 51 (30 octobre 2023) : 534–42. http://dx.doi.org/10.47197/retos.v51.100926.
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The rapid development of science and technology and the social, economic and cultural changes taking place in modern society are putting on the agenda of the training of highly qualified and competitive specialists in the field of physical education and sport. The specifics of the professional activities of these specialists point to the need to modernize the content, forms and methods of higher education in this field. The objective of the study is to define criteria, indicators and describe the level of preparedness of future physical education teachers. To achieve the objective of the study, the following were used: analysis, comparative analysis, retrospective analysis, synthesis, comparison, content analysis of regulations in the field of physical education and sports, a study of personal experience in teaching; systematization and generalization; abstraction and classification. The article defines the structure of the preparation of future physical education teachers for professional activity. The analysis of scientific literature and in-house experience in teaching made it possible to identify motivational, value-based, cognitive, procedural and emotional components of the readiness of future specialists for recreational activities. Their own sub-structure, interrelationship and interdependence are indicated. The criteria (motivational, cognitive, activity and personal) with the indicators and levels (low, medium, high) of the readiness of future physical education teachers for professional activities in recreational activities have been defined. It has been stated that students with a high level of readiness for professional activity are well acquainted with the use of recreational and health-improving means. They are thoroughly and consciously conversant in modern technologies of recreational activity, with a creative approach they use the acquired knowledge to solve the given tasks. Work in the field of physical recreation is related to a stable feeling of psychological comfort, emotional activity, with confidence in raising social status and qualification. Keywords: Indicators of professionalism; Teacher; Healthy population; High school; Physical education.
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Cardoso, Gildon. « THE ROLE OF THE SCHOOL IN HEALTH EDUCATION ». Revista Gênero e Interdisciplinaridade 4, no 04 (6 septembre 2023) : 674–86. http://dx.doi.org/10.51249/gei.v4i04.1553.
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What is the perception that teachers have about the school’s role in health education? This was the starting question for this research, which was carried out at the Primary School of Mapara, in the city of Nampula, whose data collection was carried out based on a questionnaire to be completed by three randomly selected teachers in three different class periods, having left their perceptions in writing as the study methodology. Professors were coded as Professor 1, Professor 2 and Professor 3. This work was carried out as a condition for the completion of the Curriculum Design module in Health Teaching, at the Faculty of Health Sciences at Lúrio University. The research aims to analyze the perception of teachers about the role of the school in education for health, as a way of understanding their contributions to the perception of this matter. From the analysis carried out, it was concluded that the school plays a very important role of transmitter and trainer in changing attitudes towards a healthy school community and that teachers play a very crucial role in being facilitators for healthy habits at school, which will later also reflect in the community through the training of students.
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López-García, Ginés David, Antonio Granero-Gallegos, María Carrasco-Poyatos et Rafael Burgueño. « Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education ». International Journal of Environmental Research and Public Health 20, no 1 (3 janvier 2023) : 878. http://dx.doi.org/10.3390/ijerph20010878.
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Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda’s multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.
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Tyson, Orla, Clare M. Roberts et Robert Kane. « Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers ? » Australian Journal of Guidance and Counselling 19, no 2 (1 décembre 2009) : 116–30. http://dx.doi.org/10.1375/ajgc.19.2.116.
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AbstractThis study investigated whether a mental health promotion program delivered by primary school teachers to prevent internalising problems in children had any impact on the teachers' job-related affective wellbeing. Teacher job-related anxiety and job-related depression were measured before teaching the Aussie Optimism program, and after implementation at 12 and 24 months. Schools and teachers were randomised to one of three groups: Aussie Optimism with Teacher Training; Aussie Optimism with Teacher Training and Coaching; or the Usual Care control group, which implemented the regular Western Australian Health Education Curriculum. In all three groups, teachers taught lessons to promote student self-management and interpersonal skills during the last two years of primary school. Teachers in schools in the control group received training in Aussie Optimism after the first year of intervention. Data was collected from 405 primary school teachers in 63 government primary schools. Multiple hierarchical regression analyses showed partial support for the hypotheses, with teachers in the Training and Coaching intervention group reporting significantly lower levels of job-related anxiety at the 12-month assessment and depression at both the 12- and 24-month assessments when compared to teachers in the Usual Care control group. There were no significant differences between teachers in the Training only group and the control group after intervention.
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Khudik, V. A., et I. V. Telnyuk. « The Concept of Continuous Professional and Pedagogical Education of Medical University Teachers ». Prepodavatel XXI vek, no 1/1 (31 mars 2024) : 54–64. http://dx.doi.org/10.31862/2073-9613-2024-1-54-64.
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The article deals with the concept of postgraduate pedagogical education of medical school teachers in the aspect of professionalization of teacher’s personality. The main stages of continuing education of teachers are considered, taking into account their subject-professional basic training (humanitarian, natural, medical and preventive), as well as the position of the teaching staff. The role of curricula for residents, postgraduates, associate professors and professors, taking into account the gradual formation of professional-pedagogical competencies, implemented at advanced training courses and in the additional program of professional retraining “Higher School Teacher” is emphasized. Special attention is paid to the practice-oriented experience of medical school teachers as a conceptually new universal model in the pedagogy of higher medical education, implemented within the framework of the federal state educational standard of higher education and in connection with the solution of problems of training future doctors and health care workers.
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Kravtsova, L. M., et G. M. Shakamalov. « INCREASING THE EFFICIENCY OF PHYSICAL EDUCATION TEACHERS’ PROFESSIONAL TRAINING ». Современная высшая школа инновационный аспект, no 2 (2022) : 57–64. http://dx.doi.org/10.7442/2071-9620-2022-14-2-57-64.
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A topical problem of finding efficient ways to structure the educational process is discussed so that students could master both theoretical and practical skills. The research aim is to develop the methods of training future physical education teachers. Methods of conducting PE lessons using different kinds of teaching are discussed and their efficiency is analyzed. In this respect the authors present two methods of training future teachers to conduct PE lessons. The efficiency of both methods was experimentally assessed. One of the methods involves only practical training while the second one combines theoretical and practical training. The experimental results show the efficiency of the method that combines theoretical and practical training. In the end of the research the authors arrive at the conclusion about the efficiency of different methods of training students. The conducted research can be useful to higher school teachers, teachers of teacher training colleges and PE school teachers.
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N. Voloshina, Lyudmila, Lyudmila K. Buslovskaya, Alexey Ju. Kovtunenko, Yulia P. Ryzhkova et Yulia A. Prokopenko. « ADAPTIVE POTENTIAL ASSESSMENT OF FUTURE TEACHERS AT THE FIRST STAGE OF THEIR PROFESSIONAL TRAINING ». Humanities & ; Social Sciences Reviews 7, no 5 (6 novembre 2019) : 1168–72. http://dx.doi.org/10.18510/hssr.2019.75154.
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Purpose of the study: The topicality of the research is determined by the social order for a healthy personality, awareness of education possibilities to improve the adaptative potential, competitiveness, and activity.
Methodology: The assessment of the health state was based on the medical examination results in the clinic of Belgorod National Research University. Somatometric, somatoscopic and physiometric methods were used to define the functional state of the students’ organism.
Results: The health of a growing person starts with the health of his family and the teacher. The quality of the pedagogical strategy and the tactics of healthy generation education are defined by the teacher’s ability to design a personal model of safe behavior and to assess his own health adaptive risks and students too. Adaptative potential assessment of a future teacher as an integral health indicator at the primary stage of his professional training will determine the measures to prevent misadaptation and design strategies for personal safe behavior.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Adaptive Potential Assessment of Future Teachers at the First Stage of their Professional Training is presented in a comprehensive and complete manner.
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Novopysmennyi, S., et Yu Sribna. « AN INTEGRATED APPROACH TO HEALTH CARE AS AN ASPECT OF HUMANIZING THE TECHNOLOGICAL EDUCATIONAL ENVIRONMENT ». Ukrainian professional education, no 12 (29 décembre 2022) : 128–35. http://dx.doi.org/10.33989/2519-8254.2022.12.279049.
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In the context of the transition of modern society to the information age (knowledge society), which is reflected in the rapid development of ICT and its implementation in all spheres of people’s lives, the article examines the issue of the place and role of the integrated approach as an aspect of humanization of the training process of future specialists in pedagogical specialties. The importance of health care technologies for the safe formation of future teachers’ competence and the prevention of the negative impact of the technological educational process on pupils’ and students’ health has been clarified.
It has been determined that the training of a new generation of teachers for a modern Ukrainian school should take into account the objective of integrating traditional pedagogical and the latest multimedia educational technologies, and the integrated approach will ensure the humanization of the educational process by combining the possibilities and options of multimedia program complexes of educational disciplines, electronic textbooks, distance courses, especially in conditions of remote organization of the education process.
In the course of characterizing the concepts (health care, health care pedagogy, health care culture, learning technology, health-forming behavior, health-creating activity, etc.), the universal integrative components of the teacher’s competence (motivational, informational, scientific, research and reflexive) have been emphasized. They contribute to the quality of education due to the avoidance of overloads, stresses, hyper dynamic phenomena, and depressions and at the same time strengthen the positive signs of humanization of the technological educational environment in pedagogical (humanitarian) higher educational institutions.
Research perspectives include the development by teachers of interdisciplinary training courses, professional cycle disciplines that take into account the culture of health as the fundamental basis of a teacher’s thinking and activity, special courses on a healthy lifestyle, and manuals for the organization of future teachers’ scientific research activities.
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Soltyk, Oleksandr. « The Peculiarities of Physical Education Teachers’ Professional Training : Foreign Experience ». Comparative Professional Pedagogy 7, no 4 (1 décembre 2017) : 39–44. http://dx.doi.org/10.1515/rpp-2017-0048.
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AbstractThe article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a number of peculiarities, implementation of which in the process of professional training of teachers of physical education in Ukraine will have positive impact. They are reorientation of professional training, as well as future activity on health protection of students, individual physical development, skills development, big-scale implementation of health-improving systems, non-standard types of motor activity in educational process. This calls for improvement of medical knowledge, health fundamentals, disease prevention, and injury prevention. Increase of the role and duration of teaching practice and implementation of compulsory year-long training at future workplace are of great importance. Taking into account national traditions, historical experience of the development of physical culture in native land, and introduction of national types of motor activity to the curricula have positive effect. The division on two individual stages is common in professional training of teachers. The first one is primarily oriented on theoretical component of educational, while the second one emphasizes practical activity of a future teacher. Along with standardization, independence and autonomy of educational institutions in matters of professional training organization have positive effect in educational process. Governmental support, namely financing of physical training and sports and educational sphere, improvement of material and technical base, plays a key role in the process of professional training of future teacher of physical education.
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Huriah, Titih, Falasifah Ani Yuniarti et Siti Hazariah Binti Abdul Hamid. « Stunting Detection and Education Training Course for Kindergarten Teachers ». Proceeding International Conference of Community Service 1, no 1 (31 juillet 2023) : 299–305. http://dx.doi.org/10.18196/iccs.v1i1.49.
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Indonesia has the third highest prevalence of stunting among children under five in Southeast Asia, which in 2018 reached 30.8%. The incidence of stunting in the Sleman Regency of Yogyakarta has increased significantly, from 7.20% in 2020 to 16.0% in 2021. Preschool-aged children are one group of children who are at high risk of stunting. One strategy for addressing nutrition issues is for teachers to become more knowledgeable about the importance of health screening for students. Community services were carried out in 11 ABA Kindergartens in Mlati District from February to March 2022. The targets were 35 teachers and 120 students. All kindergarten teachers in the Mlati District received training in stunting detection and education. The stunting detection card was also tested at IIUM Educare SDN BHD, Malaysia. The procedure for the community service activities is divided into several stages: coordination with the Head of the Aisyiyah Mlati Branch Office and the Chairperson of the ABA Kindergarten Teachers Association; training for the teachers in detecting stunting; and providing stunting education to all ABA Kindergarten teachers in the Mlati District. The results of the community service show that kindergarten teachers' knowledge of stunting prevention has increased, as have skills in stunting screening
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SOGOKON, O., et A. DONETS. « APPLICATION OF MODERN PHYSICAL AND HEALTH TECHNOLOGIES IN TRAINING OF PHYSICAL CULTURAL TEACHERS ». ТHE SOURCES OF PEDAGOGICAL SKILLS, no 26 (7 avril 2021) : 185–90. http://dx.doi.org/10.33989/2075-146x.2020.26.227644.
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The legal result of finding effective ways to solve problems in the field of training competitive teachers of physical culture is the introduction and effective use of modern physical and fitness technologies. A wide choice of their means will allow not only to upgrade the content of physical education, to motivate young people to lead a healthy lifestyle, but also to reduce the additional financial burden of educational institutions, since most technologies do not require expensive equipment and equipment. Modern health-improving technologies have become a natural result of the search for effective ways that would allow the complex use of modern types of health-improving technologies in the process of health-improving classes with students, depending on age characteristics, physical fitness, gender differences in the formation of motivational priorities the development of positive motivation for physical education, formed the basis for independent health activities and the desire for a healthy lifestyle.
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ONIPKO, V., et M. DIACHENKO-BOHUN. « IMPLEMENTATION OF HEALTH-SAFETY TECHNOLOGIES IN EDUCATION UNITS ». ТHE SOURCES OF PEDAGOGICAL SKILLS, no 21 (9 mars 2018) : 142–46. http://dx.doi.org/10.33989/2075-146x.2018.21.206179.
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The basic concept for the preparation of future teachers of natural sciences to implement technology maintaining health in the educational process in secondary schools. The analysis of certain terms describing the specified educational process. Found that define the content and nature of the basic concepts is an important aspect of the process of preparing future teachers of natural sciences at higher education institutions to preserve the health of students. It is reported that one of the main objectives of the educational process is the active use of various technologies improving character. It is noted that competent implementation of technologies depends on maintaining health professional readiness of teachers for targeted prevention and rehabilitation of schoolchildren. It provides the necessary level of training of teachers in higher education institutions, consolidation of resources natural content of education, its development focus on maintaining health and improving the technological component of preparing students for practice.
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Schreurs, Marie‐Louise, Herma Roebertsen et Peter A. J. Bouhuijs. « Leading the horse to the water : Teacher training for all teachers in a faculty of Health Sciences ». International Journal for Academic Development 4, no 2 (novembre 1999) : 115–23. http://dx.doi.org/10.1080/1360144990040206.
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