Setting up positive educational environment preconditions for pupils' health education
LTReikšminiai žodžiai: Edukacinė aplinka; Mokinių sveikatos ugdymas(is); Mokinių sveikatos ugdymas/-sis; Palanki edukacinė aplinka; Palankios prielaidos; Prielaidos; Educational environment; Positive educational environment; Preconditions; Pupils' health education; Pupils'health education.
ENThe present article is an analysis of positive educational environment preconditions for pupils'health education that are based on analysis of scientific literature and qualitative research (interview) data content analysis. From the theoretical view, all the necessary preconditions to implement health education in Lithuanian comprehensive schools are set up, that is to say, in the Project of Health Education General Programme (2012); Primary, Basic and Secondary Education General Programmes (2008) and Preventive Programmes (Consumption of Alcohol, Tobacco and Other Psychoactive Substances, 2006) health topics are more or less highlighted and ought to be integrated into school subjects and after-school activities. On the other hand, even though teachers have experience with pupils' social and personai skills, practical implementation of health education is sti/i a challenge for them. Facing education in reality, health education remains an issue that affects teachers' personai moods and initiatives, the necessity of support, evaluation and appreciation of skilled (professional) work. The research objective is to highlight the positive educational preconditions for pupils' health education. The research object is pupils' health education. The research questions are as follows: What promotes a teacher to participate in pupils' health education process? What obstacles does the teacher face as he/ she creates positive educational environment for pupils' health education? How and what health education results are recognised by the teacher? The research participants are teachers of biology and physical education with at least 5 years experience in pupils'health education.The outcomes from the interview data analysis are as follows: Setting up a positive educational environment for pupils' health education is linked with the vision and strategy at school by the teachers, recognising health education equal to other teaching subjects, making preconditions for developing external support framework (for example, preparing health education teachers, organising courses for professional development, sponsoring textbooks and other methodical teaching tools) both encouraging and motivating the teacher to become involved in long-term health education process in the school's community. The creator of a positive educational environment for pupils' health education is a schoolteacher who is a health educator, capable to recognise health as a value and spread as well as demonstrate his or her own personai example of healthy lifestyle. Therefore, considered decisions must be discussed and accepted in school communities: should each teacher be and able to be a health educator? Must each teacher who promotes healthy lifestyle feet greater responsibility and take additional workload in comparison with teachers teaching different subjects? Pupils' health education ought to be linked with evaluation of achievements that would form pupils' abilities to react, recognise and give feedback white evaluating their own experience of positive health behaviour. In addition to this, evaluation of health education achievements ought to include not only the traditional knowledge and abilities assessment scoring but involve the pupil himself or herself into systematic and long-term self-evaluation (experience of changes in behaviour) process. It is discussed how and how often pupils'health (seif) education achievements should be assessed. If the diagnostic-type pupils' achievement assessment is applied, will it give any results?.How to create environments for pupils'health (seif) education achievements that are impartial and independent from the teacher?. [From the publication]
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