Effects of a Health Education Course on Pre‐Service Teachers' Perceived Knowledge, Skills, Preparedness, and Beliefs in Teaching Health Education

Abstract

ABSTRACT BACKGROUND In this study, we explore how a health education course may play a role in pre‐service teachers' perceptions in teaching and integrating health education activities to nurture K‐8 students' health literacy. METHODS We used mixed methods to examine the effect of a health education course in a teacher education program. Of 55 pre‐service teachers, 41voluntarily participated in the study. Quantitative data were obtained through an online questionnaire administered to participants at the beginning and end of the course. We conducted 6 focus groups at the end of the course. RESULTS The inferential analysis from a series of analysis of variance with repeated measures revealed significant differences in health knowledge (F = 113.39, p < .01, η 2 = 0.74), preparedness (F = 104.74, p < .01, η 2 = 0.73), attitudes (F = 15.02, p < .01, η 2 = 0.28), and beliefs (F = 8.87, p < .01, η 2 = 0.19) between time points. Qualitative data led to the conclusion that where one health education course is insufficient, such a course is the first step into future curriculum development and implementation. CONCLUSION One health education course might be beneficial for general education teachers to increase their knowledge and preparation to teaching school health. On‐going training is needed for program success.