The golden age of protein: initial teacher trainee's perception of food and eating

We make use of proteins in all aspects of our daily lives from soft‐centred sweets to biological washing powders, yet we often misunderstand their fundamental role in our diet. This paper will draw on the findings of a three‐phase research project into initial teacher trainee's perception of food and eating. Trainees demonstrated several similar misconceptions about the food they eat and in particular, the role of proteins. Examples included the role of proteins as an energy source, the relationship between proteins, amino acids and nitrogen and the role of DNA in synthesising proteins. These misconceptions were often translated into practice in the diet the trainees consumed and the messages they passed on, with confidence, to their pupils. In addition to the misconceptions, teaching approaches used by the trainees were highly mechanistic, with little reference being given to the relationship between food and the circumstances in which it is eaten. The relationship between dietary intake and exercise/circumstance is explored in secondary schools within food technology lessons. Often, however, it is too late to rectify the deeply entrenched misconceptions, attitudes and eating habits that school children have developed in their primary years. This paper makes the firm recommendation that we should reconsider the dietary messages we are sending out either directly or indirectly, to children. It emphasises the need to relate teaching and learning to everyday experiences. The paper concludes by suggesting possible strategies by which this may be achieved, with the protein featuring centre‐stage.