Initial teacher education for school health promotion in Austria: Does it support the implementation of the health‐promoting school approach?

Abstract

Purpose

School health promotion is said to be most effective when implemented through a comprehensive, settings‐based, whole‐school approach. The purpose of this paper is to address the current lack of knowledge about the current state of teacher education for health promotion and its potential to further the development of settings‐based approaches.

Design/methodology/approach

This paper focuses on an analysis of initial teacher education for school health promotion in Austria by studying the curricula of the Universities of Teacher Education, as well as interviewing representatives from these institutions. A content analysis of the identified modules and a thematic analysis of the interview transcripts were conducted.

Findings

While there is more behaviour orientation than setting orientation identified in the curricula, the interviewees showed a broad understanding of health promotion that encompasses a settings view. The situation at the Universities of Teacher Education mirrors the situation in schools: there are similar supporting and hindering factors for the implementation of healthy settings.

Practical implications

A greater degree of focus in teacher education on the settings approach and the promotion of the skills required to implement it is needed, as well as the creation of health‐promoting Universities of Teacher Education.

Originality/value

The study makes recommendations about how to prepare future teachers to support the development of more effective approaches of school health promotion.

Citation

Flaschberger, E. (2013), "Initial teacher education for school health promotion in Austria: Does it support the implementation of the health‐promoting school approach?", Health Education, Vol. 113 No. 3, pp. 216-231. https://doi.org/10.1108/09654281311309846