Pre-service teacher perceptions of teaching health education online

Abstract

Purpose

The forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was a complex challenge for Australian teachers. Teachers were given very little time to prepare online content and very little professional development to teach online. Their experiences prompted discussion about the abilities of pre-service teachers (PST) to adapt content to online delivery if another pandemic occurred while they were teaching in the future.

Design/methodology/approach

PST majoring in Health and Physical Education were required to adapt a 4-weeks high school health education unit for online delivery. This study analysed data from PST personal reflections and focus groups to gain a better understanding of their perceptions about teaching health education online and their confidence to adapt tasks and activities from face-to-face delivery or develop unique online tasks.

Findings

PST reported varied confidence and competence to plan for and engage in online health education teaching. PST were concerned about student learning and engagement online, and unsure how to best differentiate activities to ensure all student could meet the intended outcomes.

Originality/value

Little is known about the confidence and competence of PST to deliver fully online school health education. It is important to know more about this phenomenon to inform teacher education and teacher professional development to ensure teachers are better prepared for online delivery in the future.

Citation

Cruickshank, V. and Mainsbridge, C. (2022), "Pre-service teacher perceptions of teaching health education online", Health Education, Vol. 122 No. 1, pp. 5-17. https://doi.org/10.1108/HE-01-2021-0004