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FINNUT-Forskning og innovasjon i utdanningssektoren

Literacies for Health and Life Skills

Alternative title: Literacies for helse og livsmestring

Awarded: NOK 9.6 mill.

The background for this project is shaped by two major concerns: societal concerns over young people's health and body dissatisfaction, and concerns for curriculum renewal where a new cross-curricular theme "Public Health and Life Skills" is introduced in school. The "Literacies for Health and Life Skills" project aims to develop and implement a new didactic approach that will enable pre-service teachers to facilitate the development of young people's health and life skills. HLS is a collaboration project between the teacher education, partner schools, the school health service and international partners (University of Strathclyde og New Mexico State University). The overall approach to the HLS project is action research. We have followed the pre-service teachers during four semesters at campus and during their school practicum. The HLS project includes two Ph.D projects. One of the project focus on the pre-service teachers' development of critical literacy. The other Ph.D project focus on how to measure pupils' critical health literacy. The project is now in the final phase. The project has produced 13 articles and a textbook for teacher students. 9 articles are published and 4 in review. One of the ph.d. students has submitted the thesis, the other one is in the final phase. 10 master students and several bachelor students have written/are writing their thesis based on the project. The project has arranged annual seminars together with the partner schools, and these schools are also involved in developing the textbook. The project has arranged the final conference for the project at OsloMet. The projects web page: https://uni.oslomet.no/hls/

Resultatene fra prosjektet forventes å ha stor betydning for lærerutdanningen hvor resultatene i første omgang implementeres ved OsloMet. Resultatene i prosjektet gir et bedre kunnskapsgrunnlag for utdanningen av fremtidige lærere som skal undervise med utgangspunkt i folkehelse og livsmestring som et tverrfaglig kunnskapsfelt. Gjennom prosjektet har vi også undersøkt grunnlaget for tverrprofesjonelt samarbeid mellom lærere og helsesykepleier. Begge disse kunnskapsområdene vil gjennom å bedre kvaliteten på utdanningene bidra på lenger sikt til elevers læring og helse i skolen. Prosjektet vil også ha betydning for forskning på kritisk helsekompetanse siden Ph.D avhandlingen til Haugen er den første som har utviklet måleverktøy på norsk for kritisk helsekompetanse hos elever. Avhandlingen til Elvebakk har bidratt med å sette søkelys på studentens tekstkompetanse og på hva som kreves for å kunne tilrettelegge for arbeid med kritiske perspektiver på tekst i klasserommet. De andre artiklene fra prosjektet har bidratt til å sette søkelys på ungdoms opplevelse av kropp og (psykisk) helse, og lærerstudenters profesjonelle utvikling. Læreboka som er utviklet er den første i Norge som tar utgangspunkt i at lærere skal undervise i Folkehelse og livsmestring med utgangspunkt i fag.

‘Literacies for Health and Life Skills’ (HLS) The background for this project is shaped by two major concerns: societal concerns over young people’s health and body dissatisfaction, and concerns for curriculum renewal where a new cross-curricular theme ‘Public Health and Life Skills’ (PHLS) is introduced in school. The ‘Literacies for Health and Life Skills’ (HLS) project aims to develop and implement a new didactic approach that will enable pre-service teachers to facilitate the development of young people’s health and life skills. The project will examine how pre-service teachers learn to teach different forms of critical literacies and how the teaching of these literacies at the lower secondary level might enhance pupils’ health and life skills. HLS combines theoretical perspectives from literacy studies (Mills, 2016) and activist didactics (Oliver & Kirk, 2015). The overall methodological approach to the HLS project is action research. HLS proposes a practice-oriented collaboration project that directly intervenes in the new five-year teacher education programme for the lower secondary level (GLU 5–10). The project is developed and will be conducted in collaboration with our partner schools where the students will conduct their school practicum and teach PHLS. The action research approach will produce longitudinal data on pre-service teachers’ competence development. The research approach will be supplemented by several data-gathering methods: life-mode interviews, visual methods, video observations, solicited journals, and a mixed-method approach that involves a quasi-experiment testing how the new didactic approach affects the pupils’ health and life skills. HLS is organised into four work packages and includes two Ph.D. projects.

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FINNUT-Forskning og innovasjon i utdanningssektoren