The effects of health education classes on teaching self-efficacy in preservice teachers.
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| Title: | The effects of health education classes on teaching self-efficacy in preservice teachers. |
|---|---|
| Authors: | Fahlman MM (AUTHOR), Singleton SP (AUTHOR), Kliber A (AUTHOR) |
| Source: | American Journal of Health Education. 2002 Mar-Apr, Vol. 33 Issue 2, p101-108. 8p. |
| Abstract: | The purpose of this study was to examine the relationship between teacher preparation and health teaching self-efficacy in elementary and secondary preservice teachers. As expected, students felt most comfortable teaching topics that were covered in the particular health class in which they were enrolled, and less comfortable teaching topics that represented material from another class. Students enrolled in either the Comprehensive School Health Education course or School Health Education course were more likely to believe that they had the ability to impact their students' subsequent behavior in 11 out of 14 different health areas than students in other classes. Health minors felt more prepared to teach most health topics than other majors/minors. What is disconcerting, however, was that elementary education majors and minors scored lower than other secondary education majors and minors in their perceived ability to teach health. The importance of health issues in the elementary school curriculum, coupled with the fact that most elementary health education is taught by classroom teachers, implies that curricular revision is imperative. [ABSTRACT FROM AUTHOR] |
| Copyright of American Journal of Health Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 109875230 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The effects of health education classes on teaching self-efficacy in preservice teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fahlman+MM%22">Fahlman MM</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Singleton+SP%22">Singleton SP</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kliber+A%22">Kliber A</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Health+Education%22">American Journal of Health Education</searchLink>. 2002 Mar-Apr, Vol. 33 Issue 2, p101-108. 8p. – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to examine the relationship between teacher preparation and health teaching self-efficacy in elementary and secondary preservice teachers. As expected, students felt most comfortable teaching topics that were covered in the particular health class in which they were enrolled, and less comfortable teaching topics that represented material from another class. Students enrolled in either the Comprehensive School Health Education course or School Health Education course were more likely to believe that they had the ability to impact their students' subsequent behavior in 11 out of 14 different health areas than students in other classes. Health minors felt more prepared to teach most health topics than other majors/minors. What is disconcerting, however, was that elementary education majors and minors scored lower than other secondary education majors and minors in their perceived ability to teach health. The importance of health issues in the elementary school curriculum, coupled with the fact that most elementary health education is taught by classroom teachers, implies that curricular revision is imperative. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of American Journal of Health Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=109875230 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/19325037.2002.10609424 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 101 Titles: – TitleFull: The effects of health education classes on teaching self-efficacy in preservice teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fahlman MM – PersonEntity: Name: NameFull: Singleton SP – PersonEntity: Name: NameFull: Kliber A IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: 2002 Mar-Apr Type: published Y: 2002 Identifiers: – Type: issn-print Value: 19325037 Numbering: – Type: volume Value: 33 – Type: issue Value: 2 Titles: – TitleFull: American Journal of Health Education Type: main |
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