The development and alignment of pedagogical conceptions of health education
Leena Paakkari, Research Center for Health Promotion, Finland ; Päivi Tynjälä, Finnish Institute for Educational Research, Finland ; Minna Torppa, Department of Teacher Education, Finland ; Jari Villberg, Lasse Kannas, Research Center for Health Promotion, Finland
TATE Volume 49, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.