PDF(Pubmed)
Abstract：
Teachers play a crucial role in students\' learning and in the development of health literacy. Hence, the aim of this study was to identify the core competencies needed for teachers of health education in supporting student learning. A three-round Delphi study was carried out over an 8-week period, through consultation with 25 Finnish experts in health education. An open-ended question was used to identify the core competencies for school health educators. The data were analysed using inductive content analysis. In subsequent rounds, experts were asked to assess the importance of the identified competencies on a 7-point Likert scale, and finally to rank the most important competencies. In total, 52 competencies were identified and categorized into eight core competence domains. Thereafter, 40 competencies were assessed and selected for the third round, in which the experts ranked the 15 most important competencies, encompassing four core domains, i.e. pedagogic and subject-specific didactic, social and emotional, content knowledge and continuous professional development. Other domains of competence identified in the present study were ethical competence, competence in school health promotion, contextual competence and professional well-being competence. The study defines health education teacher core competencies and domains, and the information can be used in teacher education programmes, for developing teaching and for teachers\' self-evaluation.
摘要：
教师在学生的学习和健康素养的发展中起着至关重要的作用。因此，这项研究的目的是确定健康教育教师在支持学生学习方面所需的核心能力。进行了为期8周的三轮Delphi研究，通过与25位芬兰健康教育专家协商。使用开放式问题来确定学校健康教育者的核心能力。使用归纳内容分析对数据进行分析。在随后的几轮中，专家们被要求以7点的李克特量表评估确定的能力的重要性，最后对最重要的能力进行排名。总的来说,确定了52项能力，并将其分为8个核心能力领域。此后,第三轮评估和选择了40项能力，其中专家对15个最重要的能力进行了排名，包括四个核心领域，即教学法和特定学科的说教，社会和情感，内容知识和持续的专业发展。本研究中确定的其他能力领域是道德能力，学校健康促进的能力，情境能力和职业幸福感能力。该研究定义了健康教育教师的核心能力和领域，这些信息可以用于教师教育计划，用于发展教学和教师的自我评价。
