Pre-Service Teachers' Perceptions and Experiences Implementing CATCH My Breath

Autor/inn/en	Moosbrugger, Michelle; Losee, Timothy M.; González-Toro, Christie M.; Drewson, Staci R.; Stapleton, Peter J.; Ladda, Shawn; Cucina, Irene
Titel	Pre-Service Teachers' Perceptions and Experiences Implementing CATCH My Breath
Quelle	In: American Journal of Health Education, 54 (2023) 1, S.20-28 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2022.2142336
Schlagwörter	Health Education; Program Implementation; Preservice Teachers; Student Attitudes; Teacher Education Programs; Mastery Learning; Barriers; Smoking; Electronic Equipment; Health Behavior; Secondary School Students; Evidence Based Practice; Prevention; Physical Education; Instructional Effectiveness; Teaching Skills; Curriculum Development; Student Teaching + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Schülerverhalten; Rauchen; Elektronisches Gerät; Health behaviour; Gesundheitsverhalten; Sekundarschüler; Prävention; Vorbeugung; Körpererziehung; Sportunterricht; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching practice; Unterrichtspraxis
Abstract	Background: Vaping among American secondary students is increasing. School-based health education is well positioned to deliver messaging about the dangers of vaping and to develop refusal skills. CATCH My Breath (CMB) is an evidence-based vaping prevention curriculum that provides resources to create and sustain healthy behaviors. Given inherent challenges during the induction stage of career socialization, pre-service and beginning health and physical educators may experience heightened teaching efficacy by delivering prepackaged curriculum. Purpose: Investigate health and physical education pre-service teachers' perceptions of and experiences with implementing the CMB curriculum. Method: Basic qualitative research design was utilized to determine perceptions of 12 pre-service teachers from two teacher education programs in the eastern United States. Pre-service teachers completed semi-structured focus group interviews. Results: Themes emerged from a detailed analysis: (a) mastery experiences, (b) support, (c) resources, (d) health education impact, (e) collaborate and lead, and (f) challenges. Discussion: By implementing the curriculum, participants gained teaching efficacy and reported likelihood for future selection of prepackaged units. Translation to Health Education Practice: Implementing evidence-based prepackaged curricula into PETE/HETE programs aligned with teacher education standards supports collaboration and reflection within the student teaching triad which may increase teaching efficacy of pre-service teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01