A teacher professional development programme to enhance students' critical health literacy through school-based health and physical education programmes

Journal article


Peralta, Louisa R., Cinelli, Renata L., Marvell, Claire L. and Nash, Rosie. (2022). A teacher professional development programme to enhance students' critical health literacy through school-based health and physical education programmes. Health Promotion International. 37(6), pp. 1-12. https://doi.org/10.1093/heapro/daac168
AuthorsPeralta, Louisa R., Cinelli, Renata L., Marvell, Claire L. and Nash, Rosie
Abstract

Health literacy is a critical asset for adolescents to develop given its positive impact on health outcomes. The few studies that have targeted teacher knowledge and attitudes show that teachers themselves find it difficult to: navigate the multi-modal nature of health information; critically evaluate the different modes and texts; and apply health-related information in a variety of contexts. This research study aimed to address this issue through developing and implementing a teacher professional development (PD) programme for three Australian secondary schools and nine Health and Physical Education (HPE) teachers to improve health literacy, particularly critical health literacy, content and pedagogies embedded in current HPE programmes. Fifteen HPE programmes were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: HPE outcomes and content, with this analysis informing a personalized PD programme. To evaluate how teachers experienced the personalized PD programme, interviews conducted at the completion of the PD programme were analysed using Braun and Clarke’s thematic approach. According to the teachers, the PD had improved their knowledge and understanding of the three levels of HL, including how to implement it into their practice. The personalized nature was a key strength of the PD programme as it allowed for changes to be made in a time-efficient manner, a known challenge for teachers. Teachers recommended the provision of additional resources that foster students’ critical health literacy levels and an additional session to ensure sustainable changes in planning and teaching practices.

Keywordshealth literacy; adolescent; health education; school; prevention
Year2022
JournalHealth Promotion International
Journal citation37 (6), pp. 1-12
PublisherOxford University Press
ISSN0957-4824
Digital Object Identifier (DOI)https://doi.org/10.1093/heapro/daac168
PubMed ID36367422
Scopus EID2-s2.0-85141894198
Page range1-12
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online11 Nov 2022
Publication process dates
Deposited16 Jun 2023
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