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Enhancing Teacher Health Literacy in School Health Promotion A Vision for the New Millennium
Author(s) -
Peterson Fred L.,
Cooper Randy J.,
Laird Justin At.
Publication year - 2001
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.2001.tb01311.x
Subject(s) - health promotion , health literacy , health education , health policy , public health , health care , competence (human resources) , literacy , medical education , school health education , psychology , medicine , pedagogy , mathematics education , nursing , political science , social psychology , law
While the National Health Education Standards focused interest and attention on student (consumer) health literacy, equal attention should be given to teacher (provider) health literacy. Teacher health literacy may be defined as “the capacity of teachers to obtain, interpret, and understand basic health information and services, with the competence to use such information and services in ways that enhance the learning of health concepts and skills by school students.” This paper reviews a traditional model for school health teacher preparation, then presents an alternative, university field‐tested model for enhancing health literacy in teacher education. This new model presents an innovative instructional paradigm, the Child and Adolescent Health (CAH) Logic Framework. This training model (vision) illustrates and emphasizes the link between child and adolescent health research and theory, CAH information, and application to health education, public policy, medical care, and health advocacy.