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The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this.

Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis.

The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose.

Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.

Health‐related research and evaluation in school settings have grown in recent years as the needs to demonstrate accountability and effectiveness in health education and promotion have increased. The evaluation of the Wessex Healthy Schools Award (WHSA) scheme and its effectiveness in secondary schools took place between 1995 and 1998. Outlines what was planned and describes what actually happened and how the research team responded to unforeseen changes in the study design and implementation. Lists several recommendations for health or education personnel contemplating, or about to start, school‐based health education and promotion, arising from the WHSA evaluation experience.

The purpose of this paper is to report the outcome of an education and public health collaboration investigating the impact of adapted training to enhance teachers' potential role to promote child health and wellbeing.

The study was conducted in three phases: a survey of the health education content in universities in initial teacher training courses; a longitudinal survey at the commencement and completion of courses to capture trainees' knowledge, skills and attitudes towards health and their role in health promotion; and mapping curriculum content against qualified teacher standards and public health competencies.

Training about health varies largely between institutions. Trainees' knowledge levels remained low after training; ranked importance of key health topics – nutrition, alcohol, smoking, – decreased significantly; a majority thought that teachers and schools play an important role in health promotion, but significant increases were also noted in the minority who thought health promotion is not part of their remit (Phase 2).

To the best of one's knowledge, similar work has not so far been reported. While teachers are in a prime position to influence child health, trainees require knowledge and skills to realise their public health potential.

The purpose of this paper is to discuss a curriculum change in the provision of health promotion in pre‐service teacher education in a one‐year postgraduate certificate in education (PGCE) secondary course in one Higher Education Institution (HEI) in England.

The paper describes the iterative development process, from an initial survey and mapping of the existing pre‐service teacher training programme, which provided an evidence base for the piloting of a new health promotion component in the curriculum, and its subsequent evaluation. Changes to the health promotion element of the curriculum reflect the programme philosophy which balances the requirements of a competency based curriculum with a more liberal approach to education and training in which pre‐service teachers are expected to critically reflect on, and evaluate their practice. This work adopts a socio‐constructivist approach to teacher education, in which teachers develop their knowledge, skills and attitudes by interacting with others through dialogue, and learning from more knowledgeable others in a cooperative and scaffolded manner.

The paper presents the results of these changes and discusses implications for their sustainability. The changes made to the health promotion component of the programme and their implementation would not have been possible without the inter‐professional collaboration that took place over three years.

To the authors’ knowledge similar work involving a multi‐disciplinary collaborative approach to the development of a health education component of a pre‐service teacher education curriculum has not been employed or reported.

To explore the sociology of sport-related pain through an autoethnographic focus on the contiguous, 20-year participation of one professional athlete at the Ironman Triathlon World Championships in Kona, Hawaii; to address the “well heeded, long-standing and vociferous calls ‘to bring the body back in to social theory’” (Hockey & Collinson, 2007, p. 2) by allowing authorial reflection on the negotiations of pain during those decades of elite competition.

Negotiated sports pain is explored as the subject/author allows visceral memory over a two-decade arc of professional-level participation at the Ironman. The ethnographic study is a combination of self-reflection, phenomenology, supportive and correlative theory, and detailed peripheral aspects of one elite athlete as he discusses the roles, levels, types, applications, and meanings of pain during the training and racing of the Ironman Triathlon World Championships. Allowances are made for reflective and subjective narratives in service of introducing sensorial elements to this area of the sociology of pain.

This chapter addresses several calls for a focus on the “practical experiences of the body” (Wainwright & Turner, 2006, p. 238) or what Hockey and Collinson (2007) call the “lacking (of) a more ‘fleshy’ perspective, a ‘carnal sociology’ (Crossley, 1995) of sport.” The details provided by the author/athlete offer a more personal and intimate view of how sports pain is negotiated over the arc of two decades of high-level competition. A sometimes brutally honest and objective self-reflection reveals the inner workings of a professional athlete turned college professor as he reflects on the multiplicity of roles that pain served and played during his 20 years at the Ironman World Triathlon Championships.

With a dearth of “embodied” studies on the sociology of sports-related pain, particularly by elite athletes who lived much of their youth in a physical culture that requires the near-constant negotiation of pain, this chapter provides a deep inside-out look at one case with its sensorial, phenomenological, and temporal insight to pain management.

In this article we consider how cultural resources rooted in religion help to constitute and animate people working in industrialized societies across both religious and nonreligious domains. We argue that redemptive self-narratives figure prominently in the symbolic constructions people attach to their experiences across the many domains of human experience; such redemptive narratives not only can shape their identities and sense of life purpose, they inform their practices and choices and animate their capacity for action. To consider how redemptive self-narratives can provide a basis for agency in organizations, we analyze and compare the career narratives of a retired Episcopal Bishop and a celebrated CEO.

The Technium initiative started in 2001 with an initial Business and Innovation Centre established in the Swansea docklands area. Early success of this first Technium building led to the concept being rapidly proliferated into a pan-Wales network of primarily sector-focussed centres. Although the Welsh Government withdrew its support for the Technium network initiative in 2010, the individual centres continued under a range of ownerships and the historic initiative of continued interest, particularly with respect to regional policy.

A vibrant policy and practice debate subsequently emerged together with strident media comment. Lack of coherence between Technium Centres and weaknesses in monitoring systems meant this debate has been poorly informed. This case study helps address the evidence deficit within this debate by revisiting the initial Technium Swansea initiative and its subsequent development.

The case study provides an insight into what can realistically be expected of such initiatives in the short, medium and long terms, with realistic time-horizons for ‘success’ and the role of learning for knowledge-based development in similar initiatives and regions.

Today, as the understanding of diversity is further expanded, the meaning of social justice becomes even more complicated, if not confusing. The purpose of this paper is to explore how school principals with social justice commitment understand and perceive social justice in their leadership practices.

A qualitative research design is used for this study. In total, 22 school principals in Ontario were interviewed. The interviews glean data on principals’ work context, their perceptions of social justice, and anecdotes, stories, and examples concerning social justice in their practices.

The research findings draw attention to the central importance of awareness of the social injustices in schools – in structure, policy, and practices – and open space for debate on what can be considered as leadership for social justice. They also provide a useful starting point in exploring how leadership roles and practices can be improved to reverse injustices associated with the diversity of students based on race, socioeconomic status, gender, sexual orientation, and ability.

What principals perceive may have a significant impact on the actions and practices for social justice. Therefore, it is important to gain insight into principals’ persecutions and perspectives on social justice as they may become norms and criteria that guide their actions.

Since 1979, the Conservative government in the UK has introduced wide‐ranging and detailed regulations for the conduct of union internal affairs; a number of other Western industrialized countries have not done so (or have not done so to the same extent) but have continued their tradition of relying on unions themselves to establish democratic procedures. Alternative views of the role of the state in industrial relations underlie these differences. A second, linked article, appearing in Employee Relations (Vol. 15 No. 4), examines state approaches to union autonomy in the context of attitudes towards other controls on union activities and attempts to explain the successive shifts in British policy in the UK since the 1960s.