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The development and alignment of pedagogical conceptions of health education
ARTICLE

, Research Center for Health Promotion, Finland ; , Finnish Institute for Educational Research, Finland ; , Department of Teacher Education, Finland ; , , Research Center for Health Promotion, Finland

TATE Volume 49, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study examined the development and alignment of conceptions of health education as a subject, and of its teaching and learning, among Finnish health education student teachers (n = 20). Longitudinal phenomenographic data (essays, interviews) were collected at two time points during health education studies, and at one time point after the participants had gained 1–3 years of work experience. The proportion of participants expressing the most sophisticated pedagogical conceptions decreased during teacher training, but increased after the gaining of work experience. Moreover, fewer than half of the participants expressed pedagogical conceptions that advanced in broad alignment with regard to the subject, the teaching, and the learning. Some methodological considerations and suggestions for teacher training are presented.

Citation

Paakkari, L., Tynjälä, P., Torppa, M., Villberg, J. & Kannas, L. (2015). The development and alignment of pedagogical conceptions of health education. Teaching and Teacher Education: An International Journal of Research and Studies, 49(1), 11-21. Elsevier Ltd. Retrieved August 10, 2022 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.02.005

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