Utilize este identificador para referenciar este registo: http://hdl.handle.net/1822/15544

TítuloIn search of a health education model : teachers’ conceptions in four Mediterranean countries
Autor(es)Caussidier, Claude
El-Hage, Fadi
Munoz, François
Remki, Latifa
Larribi, Rym
Khzami, Salah-Eddine
Berger, Dominique
Carvalho, Graça Simões de
Favre, Daniel
Palavras-chaveBiomedical model
Social model of health
In-service and pre-service teachers
Principal component analysis
France
Lebanon
Morocco
Tunisia
DataDez-2011
EditoraSage
RevistaGlobal health promotion
Resumo(s)School programs are defined to promote the health of the pupils and to develop their competencies so that they can adopt behaviors favorable to their health. With the European project FP6 Biohead-Citizen (2004–2007), we analyzed the conceptions of teachers as regards health education, in France, Lebanon, Morocco and Tunisia, in reference to the biomedical model and the social health model. These four countries were selected because their school curricula represented different models of health education. Lebanon and Tunisia addressed health education with the biomedical model. In Morocco, the curriculum was also primarily based on the biomedical model and enclosed a few instructions issued from the social health model. In France, the health education curriculum declared an approach based on the health promotion model. Our study was based on multivariate statistical analyses of questionnaires filled out by 2537 in-service and pre-service teachers. Our analysis showed that the conceptions of the teachers concerning health education were not structured and related to a specific model. We also found that the dominating factors of influence on the choices expressed with regards to health education were, among different sociocultural variables, the religion, the home country, and, to a lesser extent, the level of training. Thus, the conceptions of the teachers were not integrated into comprehensive approaches but related to individual characteristics. Consequently health education implementation would require thorough training for pre-service and in-service teachers and should also explicitly take into account their conceptions and values.
Tipoarticle
URIhttp://hdl.handle.net/1822/15544
ISSN1757-9759
Versão da editorahttp://dx.doi.org/10.1177/1757975911422962
Arbitragem científicayes
AcessoopenAccess
Aparece nas coleções:CIEC - Artigos (Papers)

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