An exploration of the implementation of 2001 AAHE/NCATE program standards for health education teacher preparation in selected professional preparation programs.

摘要

The purpose of this study was to determine how the performance-based shift and revision of 2001 Guidelines for AAHE/NCATE Review of Initial Level Programs for Health Education Teacher influenced: (1) content and process of selected school health teacher education programs (TEPs) in public institutions of higher education (IHEs) in Illinois, and (2) efficacy expectations of selected induction year teachers' to address each of the AAHE/NCATE's Program Standards. A secondary purpose was to provide school health TEPs with an assessment tool that could: (1) demonstrate that implemented programs appropriately reflect AAHE/NCATE Program Standards; and (2) provide means of communicating program assessment and successes to program administrators, health education practitioners, and teacher educators.; This research study used a descriptive research design. Quantitative and qualitative methods were combined. Document analyses of participating institutions of higher education (IHEs) most current syllabi from core courses in health education teacher preparation programs and program reports most recently submitted for review to AAHE/NCATE were performed; e-mail interviews with professional education faculty was conducted; and surveys were sent to induction year teachers who graduated from one of four participating IHEs.; This study found that implementing new Standards was realized by modifying and/or adding content, eliminating projects or tasks, as opposed to adding them, and developing and adding new courses to the program. In general, after considering findings from the document analyses, content and performance-based project changes were evident among all IHEs. When analyzing documents by Standard and Key Element, however, significant differences existed between Standards, Key Elements, and IHEs.; Findings for e-mail interviews were categorized into one of four stages including conceptualization, developmental, implementation, and evaluation. Variations existed regarding the particulars of addressing departmental progression and systemic change; the evolutionary process, however, to varying degrees, still was visible in participating IHEs.