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Influences on teachers' use of participatory learning strategies in health education classes

Cahill, Helen, Coffey, Julia, Lester, Leanne, Midford, Richard, Ramsden, Robyn and Venning, Lynne (2014). Influences on teachers' use of participatory learning strategies in health education classes. Health Education Journal,73(6):702-713.

Document type: Journal Article
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IRMA ID 84279116xPUB92
Title Influences on teachers' use of participatory learning strategies in health education classes
Author Cahill, Helen
Coffey, Julia
Lester, Leanne
Midford, Richard
Ramsden, Robyn
Venning, Lynne
Journal Name Health Education Journal
Publication Date 2014
Volume Number 73
Issue Number 6
ISSN 0017-8969   (check CDU catalogue open catalogue search in new window)
Scopus ID 2-s2.0-84910087449
Start Page 702
End Page 713
Total Pages 12
Place of Publication United Kingdom
Publisher Sage Publications Ltd.
HERDC Category C1 - Journal Article (DIISR)
Abstract
Objective: Participatory learning strategies are integral to the effectiveness of school-based health education programmes; however, use of such methods is not the norm in teaching. The omission of participatory learning strategies is a common form of programme breakdown leading to erosion of positive learning and behavioural outcomes. Based on a survey of 75 Australian high school health education teachers, the study’s objective is to examine teachers’ perspectives on the factors that influence their use of participatory learning strategies.

Results: Whilst it is often presumed that training is the most significant factor, this study found that teachers identify understanding the educational rationale for the approach, student engagement, confidence in class control, and having positive relationships with the students, along with practicalities such as having time to adequately prepare a class, as the most significant influences on their pedagogical choices.

Conclusion:
The study concludes that a better understanding of the reasons why teachers make particular choices in their delivery of programmes gives valuable insight into what teachers need in order to support uptake or maintenance of such approaches. This understanding may in turn contribute to health education programmes being delivered with a higher fidelity and better outcomes for students.

Keywords Health education
Participatory learning strategies
Pedagogy
Teachers
Australia
DOI http://dx.doi.org/10.1177/0017896913513892   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
 
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