Accomplishing health education reform
The perspectives of the Finnish secondary school teachers
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This book is about the health education curriculumreform from the Finnish secondary school teachers perspective. The book describes a research, the goalof which was to obtain information in order toprepare recommendations to increase the capacity ofthe teachers for two purposes; firstly, to managewith the changes and, secondly, to teach healtheducation as their new teaching subject. It focuseson the reform-induced changes in teacher s work andon the enabling and the hindering factors ofaccomplishing the new task of teaching healtheducation. It argues that there are four key factorsof a success...
This book is about the health education curriculum
reform from the Finnish secondary school teachers
perspective. The book describes a research, the goal
of which was to obtain information in order to
prepare recommendations to increase the capacity of
the teachers for two purposes; firstly, to manage
with the changes and, secondly, to teach health
education as their new teaching subject. It focuses
on the reform-induced changes in teacher s work and
on the enabling and the hindering factors of
accomplishing the new task of teaching health
education. It argues that there are four key factors
of a successful adaptation of an educational change:
vision, control, outer-resources and collegiality.
Based on this, the recommendation is made that in
order to increase teachers capacity to adapt to the
curriculum reform, the administration and school
level should focus on these factors. This book is for
teachers who are to teach health issues in schools,
for principals whose role is to empower teachers to
teach health issues, and for administration whose
role is to prepare schools for educational reforms,
and all the people interested in curriculum change in
schools.
reform from the Finnish secondary school teachers
perspective. The book describes a research, the goal
of which was to obtain information in order to
prepare recommendations to increase the capacity of
the teachers for two purposes; firstly, to manage
with the changes and, secondly, to teach health
education as their new teaching subject. It focuses
on the reform-induced changes in teacher s work and
on the enabling and the hindering factors of
accomplishing the new task of teaching health
education. It argues that there are four key factors
of a successful adaptation of an educational change:
vision, control, outer-resources and collegiality.
Based on this, the recommendation is made that in
order to increase teachers capacity to adapt to the
curriculum reform, the administration and school
level should focus on these factors. This book is for
teachers who are to teach health issues in schools,
for principals whose role is to empower teachers to
teach health issues, and for administration whose
role is to prepare schools for educational reforms,
and all the people interested in curriculum change in
schools.
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