Teachers as health promoters
Factors that influence early career teachers to engage with health and wellbeing education
Bibliographic Data
| ID | 12086012 |
|---|---|
| Authors | Jenny Byrne (0000-0002-6969-5539, University of Southampton, corresponding author), Willeke Rietdijk (0000-0003-1425-280X, University of Southampton), Karen Pickett (0000-0002-8631-6465, University of Southampton) |
| Year | 2017 |
| Volume | 69 |
| Pages | 289-299 |
| Publication date | 2017-11-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2017.10.020 |
| OpenAlex | W2766214150 |
| Language | EN |
| Citations received | 10 |
| References cited | 47 |
Affect (linguistics · Ethos · Identity (music · Medical education · Pedagogy · Political science · Early Childhood Education and Development · Medicine · Psychology · School Health and Nursing Education · Teacher Professional Development and Motivation
School as ideal setting to promote health and wellbeing among young people
Is that my responsibility? Swedish pre-service teachers' readiness to work with children's health in their upcoming profession
Health education teachers' historical bodies
Identifying predictors of teachers’ intention and willingness to teach about cancer by using direct and belief-based measures in the context of the theory of planned behaviour
Developing a scale to assess post-primary educators’ attitudes with regard to the promotion of student wellbeing
Life skills education in secondary language classrooms
Reframing teacher education in England
Filosofía institucional y objetivos de desarrollo sostenible
Ability of the Sport Education Model to Promote Healthy Lifestyles in University Students
Piloting a data dashboard to support data-informed health promotion in secondary schools
Teacher Education And The Development Of Professional Identity
Understanding teacher identity
Reframing Health Education in New Zealand/Aotearoa schools
Identity work
Discourse in Cross‐curricular Contexts
From ugly duckling to swan
Teacher identity development in the first year of teacher education
Ethical issues in the teaching and learning of health topics in schools
Contexts which shape and reshape new teachers’ identities
Profiles and change in beginning teachers' professional identity tensions
Reconsidering research on teachers’ professional identity
Supporting beginner teacher identity development
Character in Teaching
Using thematic analysis in psychology
Vertical and Horizontal Discourse
Telling Identities
Theorizing Language Teacher Identity
The teacher's soul and the terrors of performativity
Using Wenger's Communities of Practice to Explore a New Teacher Cohort
Situated Learning
| Unique citing works | 10 |
|---|---|
| Citations per year | 1.67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |