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Teacher competencies in health education: results of a Delphi study

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dc.contributor.author Moynihan, Sharon
dc.contributor.author Paakkari, Leena
dc.contributor.author Välimaa, Raili
dc.contributor.author Jourdan, Didier
dc.contributor.author Mannix McNamara, Patricia
dc.date.accessioned 2015-12-09T14:22:09Z
dc.date.available 2015-12-09T14:22:09Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10344/4774
dc.description peer-reviewed en_US
dc.description THE LINK TO THE DATA SET FOR THIS ARTICLE IS: URI: http://hdl.handle.net/10344/4736
dc.description.abstract Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. Method/Results A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance. Conclusion Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. en_US
dc.language.iso eng en_US
dc.publisher Public Library of Science en_US
dc.relation.ispartofseries PLoS ONE;10 (12), e0147303
dc.subject health education teachers en_US
dc.subject Delphi method en_US
dc.title Teacher competencies in health education: results of a Delphi study en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1371/journal.pone.0143703
dc.contributor.sponsor IRC en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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