This study was conducted to investigate the possibilities and limitations of the implementation experiences of the health education curriculum which is operated in elementary school curriculum through in – service health teachers. In this study, the researcher was able to not only have t...
This study was conducted to investigate the possibilities and limitations of the implementation experiences of the health education curriculum which is operated in elementary school curriculum through in – service health teachers. In this study, the researcher was able to not only have the opportunity to reflect on their own curriculum implementation but also think about the problems of the health education curriculum in Korea.
As the research was progressing, the paradigm the researcher had been revised about the health education curriculum, and also could see the hope of the health education in the elementary school watching the enthusiasm of the participants of the research, such as preparing and studying for class, and teaching hard to students even in various harsh environments as a health teacher.
The researcher also found that it is difficult to reveal in depth the reality of the implementation of elementary school curriculum in the way of qualitative research through narrative inquiry. Unlike quantitative research, it was also burdensome to construct a new study by research stages, and it was required considerable efforts to maintain a friendly relationship with research participants.
Although it was clearly shared that it would be an academic benefit between the two sides that the substantive inquiry into the health education curriculum with the sympathy for the purpose of the study before the study, the researcher was deeply disappointed when some participants said that they could no longer participate in the study because of personal reasons, or their personal history of careers, or concerning that research participants and schools might be opened to the public.
In order for health education to operate systematically and efficiently within the school curriculum, it should be progressed with combination not only the efforts and sacrifices of health teachers, but also the notification of health education curriculum, consistency and organization of education support system, interest and cooperation in the field, and the understanding and reflection for the health education.
Recently, adolescents' health problems have been increasing such as the high suicide rates and stress indexes besides smoking, drinking, obesity, physical activity, and sexuality problems, and also social and mental health problems of sexual violence and school violence have been increasing.
This cannot guarantee the health of students and the health of society by adhering to the current curriculum and teaching methods. Therefore, the purpose of this study is to establish a future - oriented health education curriculum. To do this, we tried to study the practical experience of health education curriculum through in-service health teachers. The results and implications of this study are as follows.
First, it is necessary to understand the experiences of the health curriculum implementation based on the narrative of the life of the health teacher. It is needed to understand that the experiences of health curriculum implementation are implemented in the narrative of life of research participants, rather than just look at an emerging phenomenon in the health. The experiences of the health teacher in health education curriculum are not separated from the narrative of the teacher and the meaning of the experience is given and executed based on the narrative which the teacher has. The teacher, even if they fulfil the same health education curriculum, gives a meaning and carries out the curriculum according to the narrative of one’s life. Therefore, experiences of health curriculum implementation need to be understood on an extension of the past, present, and future of the teacher's life, and it is important to understand the narrative of teacher narrative in order to understand the implementation of health curriculum.
Second, teachers have been supported by the apparent change in the experiences of health education implementation, such as the revision of the law to enact health education, but they are not moving in an enthusiastic and positive direction to enforce health education in the school in accordance with the law owing to the absence of notices of the health education curriculum of elementary school, lack of support systems for health education, and overloaded tasks given to health teachers.
Although the success of health education implementation depends on the teachers responsible for education, the narratives of the health teachers involved in this study are shown us that the environment for health education should be systematically created in advance of the health teacher's efforts to implement the health education. Thus, the debate about the implementation of health education should pay attention to the causes of the difficulty of implementing health education, which appears variously in actual situations as well as the research on individuals. When the ultimate goal of the implementation of the health education curriculum is to provide students with a healthy lifestyle by implementing systematic health education in schools, it is necessary to discuss about throughout the curriculum how much changes are taken place in students’healthy habits, and what teachers’role are played in the process, and which are as important as a formal discussion of securing the time of health education classes.
Third, it is pointed out that the health teachers get to have the sense of defeat by staying in a limited role, such as a teacher in charge of normal work, rather than a teaching teacher through the study because the colleagues or managers of school have misunderstanding about the health education and jobs of the health teacher, even though it is considered to be desirable for health teachers to recognize themselves as ‘a teaching teacher'. The definition of a regular teacher is a teacher who is teaching in school. But the health teacher is not classified as a regular teacher even if he (she) teaches the health education. Because it is regarded as a general education not a curriculum education.
However, it is the situation that the health teacher already has been doing the role of the regular teacher after completion of the teacher training and practice teaching, and having a certificate of health teacher. Therefore, the sense of defeat caused by not being recognized as a regular must be disappeared in the implementation of health education given the qualification of a regular teacher, and discussion on normalization of health education through the implementation of health education curriculum should be done at this point. In order to be done together between the health education through the class and the health education through the healthcare within the school curriculum , it must be begun with the qualification of a health teacher as a regular teacher.
Finally, this study shows us to have been trying to implement health education at the school because of recognition for the need of the health education and awareness of the importance of health education, despite the realistic constraints such as the absence of the notices of health education curriculum, lack of administrative support systems, and excessive works. They have tried to implement health education on the basis of the school curriculum, and participated in communicating with the teacher community. They also want to escape from the health education by compromising with the school and systems, but this comes from the escape from situations where there is no institutional support. In an effort to escape from these kind of limitations, they were doing their job more diligently in order to become a supervisor or a manager of the school.
As a result, they were transformed into real teachers from health care teacher. Though they were started as a nurse, and have experienced endless frustrations and failures during the implementation of health curriculum, but they are already transforming into the truly teachers.
This study was conducted to investigate the possibilities and limitations of the implementation experiences of the health education curriculum which is operated in elementary school curriculum through in – service health teachers. In this study, the researcher was able to not only have the opportunity to reflect on their own curriculum implementation but also think about the problems of the health education curriculum in Korea.
As the research was progressing, the paradigm the researcher had been revised about the health education curriculum, and also could see the hope of the health education in the elementary school watching the enthusiasm of the participants of the research, such as preparing and studying for class, and teaching hard to students even in various harsh environments as a health teacher.
The researcher also found that it is difficult to reveal in depth the reality of the implementation of elementary school curriculum in the way of qualitative research through narrative inquiry. Unlike quantitative research, it was also burdensome to construct a new study by research stages, and it was required considerable efforts to maintain a friendly relationship with research participants.
Although it was clearly shared that it would be an academic benefit between the two sides that the substantive inquiry into the health education curriculum with the sympathy for the purpose of the study before the study, the researcher was deeply disappointed when some participants said that they could no longer participate in the study because of personal reasons, or their personal history of careers, or concerning that research participants and schools might be opened to the public.
In order for health education to operate systematically and efficiently within the school curriculum, it should be progressed with combination not only the efforts and sacrifices of health teachers, but also the notification of health education curriculum, consistency and organization of education support system, interest and cooperation in the field, and the understanding and reflection for the health education.
Recently, adolescents' health problems have been increasing such as the high suicide rates and stress indexes besides smoking, drinking, obesity, physical activity, and sexuality problems, and also social and mental health problems of sexual violence and school violence have been increasing.
This cannot guarantee the health of students and the health of society by adhering to the current curriculum and teaching methods. Therefore, the purpose of this study is to establish a future - oriented health education curriculum. To do this, we tried to study the practical experience of health education curriculum through in-service health teachers. The results and implications of this study are as follows.
First, it is necessary to understand the experiences of the health curriculum implementation based on the narrative of the life of the health teacher. It is needed to understand that the experiences of health curriculum implementation are implemented in the narrative of life of research participants, rather than just look at an emerging phenomenon in the health. The experiences of the health teacher in health education curriculum are not separated from the narrative of the teacher and the meaning of the experience is given and executed based on the narrative which the teacher has. The teacher, even if they fulfil the same health education curriculum, gives a meaning and carries out the curriculum according to the narrative of one’s life. Therefore, experiences of health curriculum implementation need to be understood on an extension of the past, present, and future of the teacher's life, and it is important to understand the narrative of teacher narrative in order to understand the implementation of health curriculum.
Second, teachers have been supported by the apparent change in the experiences of health education implementation, such as the revision of the law to enact health education, but they are not moving in an enthusiastic and positive direction to enforce health education in the school in accordance with the law owing to the absence of notices of the health education curriculum of elementary school, lack of support systems for health education, and overloaded tasks given to health teachers.
Although the success of health education implementation depends on the teachers responsible for education, the narratives of the health teachers involved in this study are shown us that the environment for health education should be systematically created in advance of the health teacher's efforts to implement the health education. Thus, the debate about the implementation of health education should pay attention to the causes of the difficulty of implementing health education, which appears variously in actual situations as well as the research on individuals. When the ultimate goal of the implementation of the health education curriculum is to provide students with a healthy lifestyle by implementing systematic health education in schools, it is necessary to discuss about throughout the curriculum how much changes are taken place in students’healthy habits, and what teachers’role are played in the process, and which are as important as a formal discussion of securing the time of health education classes.
Third, it is pointed out that the health teachers get to have the sense of defeat by staying in a limited role, such as a teacher in charge of normal work, rather than a teaching teacher through the study because the colleagues or managers of school have misunderstanding about the health education and jobs of the health teacher, even though it is considered to be desirable for health teachers to recognize themselves as ‘a teaching teacher'. The definition of a regular teacher is a teacher who is teaching in school. But the health teacher is not classified as a regular teacher even if he (she) teaches the health education. Because it is regarded as a general education not a curriculum education.
However, it is the situation that the health teacher already has been doing the role of the regular teacher after completion of the teacher training and practice teaching, and having a certificate of health teacher. Therefore, the sense of defeat caused by not being recognized as a regular must be disappeared in the implementation of health education given the qualification of a regular teacher, and discussion on normalization of health education through the implementation of health education curriculum should be done at this point. In order to be done together between the health education through the class and the health education through the healthcare within the school curriculum , it must be begun with the qualification of a health teacher as a regular teacher.
Finally, this study shows us to have been trying to implement health education at the school because of recognition for the need of the health education and awareness of the importance of health education, despite the realistic constraints such as the absence of the notices of health education curriculum, lack of administrative support systems, and excessive works. They have tried to implement health education on the basis of the school curriculum, and participated in communicating with the teacher community. They also want to escape from the health education by compromising with the school and systems, but this comes from the escape from situations where there is no institutional support. In an effort to escape from these kind of limitations, they were doing their job more diligently in order to become a supervisor or a manager of the school.
As a result, they were transformed into real teachers from health care teacher. Though they were started as a nurse, and have experienced endless frustrations and failures during the implementation of health curriculum, but they are already transforming into the truly teachers.
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