Mokytojų, kaip sveikatos ugdytojų, vaidmuo ir jų patirtys įgyvendinant integruotąjį sveikatos ugdymą

LTStraipsnyje, remiantis mokslinės literatūros analize, atkreipiamas dėmesys į mokytojų vaidmenį įgyvendinant integruotąjį sveikatos ugdymą. Pateikiami kokybinio tyrimo rezultatai atskleidžia, kad mokytojai skirtingai suvokia atsakomybę ir jiems tenkantį mokinių sveikatos ugdytojo vaidmenį: dalis mokytojų tai priima kaip savo pareigą, kiti linkę dalintis atsakomybe su mokyklos bendruomene, treti – sveikatos ugdymą priskiria mokytojui specialistui. Ugdymo turinio integracijos principo taikymui įtakos turi tai, kiek konkreti vieno ar kito bendrojo ugdymo dalyko tema siejasi su pasirinkta sveikatos ugdymo tema, o užtikrinti sistemingą sveikatos ugdymo integravimą įgalina ugdymo proceso planavimas, glaudus mokytojų bendradarbiavimas su kolegomis ir besimokančiaisiais. [Iš leidinio]Reikšminiai žodžiai: Integruotas sveikatos ugdymas; Mokytojai; Mokytojas; Mokytojo asmenybė; Požiūris; Vaidmuo; An integrated health education; Atitude; Attitude; Integrated health education; Role; Teacher as health educator; Teachers; Teachers experiences.

ENThe purpose pf integrated health education – to ensure a successful child health education in school, to contribute to the child’s physical, mental and social wellbeing, capacity development. Integrated health education is based on the mobilized work of school community: cooperation between the different subjects’ teachers and other specialists, the integrated efforts of school, families and 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 becoming one of the secondary education subjects, it is relevant to focus and analyse the role of teachers in integrated health education. The purpose of this article – to highlight the teachers’ as health educator’s role and their experiences applying an integrated health education in teaching in practice. The object of the study is the role of the teachers and their experiences in the process of integration of health education. The following research objectives were escalated: 1) to describe the health educator‘s role of teachers; 2) to disclose the experiences of the teachers in the field of adapting integrated health education in their practice and the contents of their subjects. The methods applied in the study: theoretical – the analysis, interpretation, synthesis and generalization of scientific literature and laws; empirical – summarization of professional experience (teachers’ reflection); and content analysis. 14 teachers of general subjects participating in the study of integrated education presented their reflection on the conducted educational activity by answering open-ended questions. The teachers’ reflections were analysed employing qualitative content analysis method. According to the laws related to the general education – every child should have a possibility to get educated in the setting that i.According to the laws related to the general education – every child should have a possibility to get educated in the setting that is promoting health as well as to improve the living skills and control their health. That is why, implementing the contents of the general education, it is so important to have a teacher as the model for the pupils. The teacher should be a member of the learning community, capable of building the health related competences of the pupils and creating the stimulating and strengthening educational environment. The importance of the integrated health education, performed by every teaching personnel, to go in line with the school strategy is crucial as it is a main precondition of the school communities’ inclusion into the activities that could ensure the continuum of health education. It has been disclosed that teachers have different perceptions of responsibilities and their role in the process of integrated health education: some teachers perceive it as their duty, while the others emphasised the shared teachers and parents’ responsibility for health education. Some teachers believed that this field is the responsibility of health education teacher – assigned personnel. The influence on the integration of health education into the contents of the subject was predetermined by the similarities of the subject themes to the proposed and chosen health education theme. The systematic integration of the health education is also influenced by the planning of education process, the close cooperation between the teaching staff and the pupils. [From the publication]