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Éducation à la santé à l’école : pratiques et représentations des enseignants du primaire

Abstract : A better understanding of primary school teachers’ practices and representations of health education along with the identification of individual or structural resistance as well as partnership and training needs all constitute important goals in health education research. A quantitative study was conducted between April and December 2001 on a representative sample of the population of primary school teachers (n = 673) in the Auvergne region of France. The results show that the majority of teachers state that they practice and implement health education. The approach is primarily thematic, being essentially limited to a few lessons since the subject is integrated into a broader project only 20% of the time. Meanwhile, 30% of teachers work in partnership, mainly with partners in school healthcare. However, parents are rarely involved in health education activities. Parameters influencing the teachers’ practices and representations are: (1) prioritizing work within an educational network and an inter-communal pedagogical regrouping, with the advantage that more teachers are available to teach healthcare in these schools than in others, and (2) receiving initial or in-service training. These results suggest that a policy aiming to generalize the inclusion of health education in French primary schools must develop teacher training as well as support and go hand-in-hand with collective dynamics within schools.
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https://hal.archives-ouvertes.fr/hal-01087635
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Submitted on : Wednesday, November 26, 2014 - 2:21:49 PM
Last modification on : Wednesday, April 8, 2020 - 5:48:04 PM

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Didier Jourdan, Isabelle Piec, Bruno Aublet-Cuvelier, Dominique Berger, Marie-Line Lejeune, et al.. Éducation à la santé à l’école : pratiques et représentations des enseignants du primaire. Santé Publique, Société Française de Santé Publique, 2002, 14 (4), pp.403-423. ⟨10.3917/spub.024.0403⟩. ⟨hal-01087635⟩

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