抄録
The purpose of this study was to clarify the implementation of health education in a practical teaching seminar for teaching profession, whose full-scale application at four-year universities was started in 2013. We carried out a nationwide mail survey of 158 departments at 152 universities offering courses leading to the junior high school and high school teaching certificate (in health and physical education). The response rate was 43.0% (68/158), and after exclusion of one blank response, 67 cases were analyzed. Among the participants, 71.6% secured time for health education in a practical teaching seminar. The responses were examined to determine whether the contents of the class were considered suitable for a trial health class (62.5%), whether it reflected a health class in teaching practice (45.8%), whether the content was suitable for health education (39.6%), whether or not it reflected teaching methods in health education (37.5%), whether the design was suitable for devising teaching plans for health classes (33.3%), and whether the material was suitable for health education (27.1%). The various class styles included a trial lesson (48.7%), practice (48.0%), a lecture (33.7%), and others (40.2%). These results were considered to indicate that a practical teaching seminar would contribute to teacher training and development through improvement of curricula in the health education field.
