The core competencies of a health education teacher

Author:

Paakkari Olli1ORCID,Kulmala Markus1ORCID,Lyyra Nelli1ORCID,Saaranen Terhi2ORCID,Lindfors Pirjo3ORCID,Tyrväinen Heli4ORCID

Affiliation:

1. Research Centre for Health Promotion, University of Jyväskylä Faculty of Sport and Health Sciences, , Keskussairaalantie 4, 40014 ,  Finland

2. University of Eastern Finland Faculty of Health Sciences, Department of Nursing Science, , Yliopistonrinne 3, 70211 Kuopio ,  Finland

3. Tampere University Faculty of Social Sciences, Unit of Health Sciences, , Arvo Ylpön katu 34, 33014 ,  Finland

4. Open University, University of Jyväskylä Health Sciences, , Alvar Aallon katu 9, 40014 ,  Finland

Abstract

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.

Publisher

Oxford University Press (OUP)

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