Mokytojų požiūris į integruotą sveikatos ugdymą ir vaidmuo jį įgyvendinant
Vilniaus universiteto leidykla |
| Date |
|---|
2015 |
Straipsnyje, remiantis mokslinės literatūros analize, atkreipiamas dėmesys į bendrojo ugdymo mokytojų vaidmenį, įgyvendinant integruotą mokinių sveikatos ugdymą. Pateikiami kokybinio tyrimo rezultatai atskleidžia, kad mokytojai įžvelgia integruoto sveikatos ugdymo svarbą ne tik mokinių bendrosioms kompetencijoms ugdyti (is), motyvacijai rūpintis savo sveikata skatinti ir palaikyti, bet ir savo pačių kompetencijų tobulinimosi aspektu. Subjektyvus mokytojų požiūris atskleidžia jų atsakomybę integruojant sveikatos ugdymą.
The purpose of integrated health education is to ensure a successful child health education in school, to contribute to the child’s physical, mental and social well-being, capacity development. Integrated health education is based on the mobilized work of school community: cooperation among different subjects’ teachers and other specialists, the integrated efforts of school, families, and a variety of health care and health education institutes. The health education of schoolchildren is one of the main priorities of health policy in Lithuania. As far as the health education in emphasized in the Law on Education of the Republic of Lithuania (2011), the Primary and Basic Education General Programs (2008), and the Secondary Education General Programs (2011), General Health Education Program (2012), it is relevant to focus on and analyse the role of teachers in integrated health education. This paper aims to highlight the importance of an integrated health education and the teachers’ role in the application of this education in practice. The following research objectives were raised: 1) to describe the role of teachers as health educators; 2) to reveal the importance of an integrated health education using as the basis the teachers’ reflections. The methods applied in the study: theoretical –analysis, interpretation, synthesis and generalization of scientific literature and laws; empirical – summarization of professional experience (teachers’ reflection); and content analysis. Fourteen teachers of general subjects, participating in the study of integrated education, presented their reflection on the conducted educational activity by answering open-ended questions.