A Qualitative Phenomenological Exploration of Teachers' Experience with Nutrition Education

Autor/inn/en	Hall, Elisha; Chai, Weiwen; Albrecht, Julie A.
Titel	A Qualitative Phenomenological Exploration of Teachers' Experience with Nutrition Education
Quelle	In: American Journal of Health Education, 47 (2016) 3, S.136-148 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2016.1157532
Schlagwörter	Nutrition Instruction; Phenomenology; Qualitative Research; Teaching Experience; Elementary School Teachers; Semi Structured Interviews; Observation; Documentation; Content Analysis; Coding; Teacher Role; Barriers; Interaction; Value Judgment; Teacher Motivation; Health Promotion; Nebraska + Suchen Sie Ihr Suchwort? Nutrition education; Ernährungserziehung; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Dokumentation; Inhaltsanalyse; Codierung; Programmierung; Lehrerrolle; Interaktion; Werturteil; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung
Abstract	Background: Nutrition education delivered by classroom teachers has become a popular intervention designed to combat childhood obesity. However, few qualitative studies have explored nutrition education with teachers Purpose: The purpose of this study was to explore how elementary teachers describe their experience with nutrition education. Methods: A qualitative phenomenological approach was used. Semistructured interviews, observations, and document analysis were conducted with 10 teachers who delivered nutrition education in their classrooms. Inductive coding was used to determine invariant constituents, reduce constituents to categories, and cluster categories into themes. Reliability and validity were accomplished through intercoder agreement, audio recording, triangulation, bracketing, and member checking. Results: Results identified 5 core themes related to roles teachers play in nutrition education, the importance placed upon nutrition, motivation for supplementary activities, barriers, and a triadic relationship between students, teachers, and curriculum. Discussion: Findings reveal interactions within the nutrition education experience in which teachers balance barriers with their value of nutrition education and motivation to help students make healthy choices. Translation to Health Education Practice: Health educators should work with classroom teachers at the program design, implementation, and evaluation stages of curriculum development to better address needs and facilitate the delivery of high-quality nutrition education for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01