COURSE DEVELOPMENT USING ACTIVE LEARNING AND SELF-ORGANIZED LEARNING APPROACHES TO ENHANCE HEALTH TEACHING COMPETENCY OF PRE-SERVICE TEACHERS MAJORING IN EARLY CHILDHOOD EDUCATION IN CHINA
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Abstract
The purposes of this research were: 1) to investigate the current situation and needs regarding the health teaching competency of pre-service teachers, and 2) to develop a health education for preschool course using active learning and self-organized learning approaches. The data collection comprised 513 early childhood education practitioners from Sichuan Province, including five experts who participated in the survey, and five experts who assessed the appropriateness of the course. Data were collected through questionnaires, semi-structured interviews, and course evaluation form. The data were analyzed using the mean and standard deviation.
The findings revealed that: 1) there were significant gaps in educational goal-setting, processing of evaluation results, and health information dissemination, and 2) the course consisted of introduction, principles, objectives, course development and implementation steps, teaching plan, assessment, and new course evaluation. The experts’ evaluations showed a high level of appropriateness for the course ( = 4.40, SD = 0.17). The developed course aligned with competency standards and addressed classroom needs, contributing to early childhood teacher education reform in China.
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