The core competencies of a health education teacher

Bibliographic Data

ID22944280
AuthorsOlli Paakkari (0000-0001-9798-5042, Research Centre for Health Promotion, University of Jyväskylä Faculty of Sport and Health Sciences, , Keskussairaalantie 4, 40014 , Finland), Markus Kulmala (0000-0002-4488-523X, Research Centre for Health Promotion, University of Jyväskylä Faculty of Sport and Health Sciences, , Keskussairaalantie 4, 40014 , Finland), Nelli Lyyra (0000-0001-6138-3605, Research Centre for Health Promotion, University of Jyväskylä Faculty of Sport and Health Sciences, , Keskussairaalantie 4, 40014 , Finland), Terhi Saaranen (0000-0002-0883-6377, University of Eastern Finland Faculty of Health Sciences, Department of Nursing Science, , Yliopistonrinne 3, 70211 Kuopio , Finland), Pirjo Lindfors (0000-0002-9316-7955, Tampere University Faculty of Social Sciences, Unit of Health Sciences, , Arvo Ylpön katu 34, 33014 , Finland), Heli Tyrväinen (0000-0001-5005-2026, Open University, University of Jyväskylä Health Sciences, , Alvar Aallon katu 9, 40014 , Finland)
Year2024
Volume39
Issue4
Publication date2024-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHealth Promotion International (JOURNAL)
Journal identifiersISSN: 0957-4824 • E-ISSN: 1460-2245
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/heapro/daae078
PMID38984688
OpenAlexW4400500639
LanguageEN
Citations received4
References cited57

Teachers play a crucial role in students’ learning and in the development of health literacy. Hence, the aim of this study was to identify the core competencies needed for teachers of health education in supporting student learning. A three-round Delphi study was carried out over an 8-week period, through consultation with 25 Finnish experts in health education. An open-ended question was used to identify the core competencies for school health educators. The data were analysed using inductive content analysis. In subsequent rounds, experts were asked to assess the importance of the identified competencies on a 7-point Likert scale, and finally to rank the most important competencies. In total, 52 competencies were identified and categorized into eight core competence domains. Thereafter, 40 competencies were assessed and selected for the third round, in which the experts ranked the 15 most important competencies, encompassing four core domains, i.e. pedagogic and subject-specific didactic, social and emotional, content knowledge and continuous professional development. Other domains of competence identified in the present study were ethical competence, competence in school health promotion, contextual competence and professional well-being competence. The study defines health education teacher core competencies and domains, and the information can be used in teacher education programmes, for developing teaching and for teachers’ self-evaluation.

Competence (human resources) · Core competency · Delphi method · Likert scale · Medical education · Pedagogy · Delphi Technique in Research · Health, psychology, and well-being · Medicine · Psychology · School Health and Nursing Education

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