The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity

Cecilie Beinert, Päivi Palojoki, Gun Åbacka, Polly Hardy-Johnson, Dagrun Engeset, Elisabet Rudjord Hillesund, Anne Selvik Ask, Nina Cecilie Øverby, Frøydis Nordgård Vik

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Sammanfattning

Current curriculum guidelines emphasise the importance of both nutrition education and the development of practical cooking skills in the school subject Food and Health (FH). This study aimed to explore teachers’ and students’ perspectives and experiences of current classroom practices in FH. Focus group discussions (FGDs) with teachers and students at three schools in Southern Norway were conducted and thematically analysed. Our findings suggest there is a mismatch between curriculum guidelines and teaching practices. Although teachers understood the benefits of nutrition education, practical cooking activities were prioritised. Three key themes were identified; students and teachers value cooking and limited time, which both explain this mismatch from the perspectives of students and teachers, and pedagogical solutions to resolve the mismatch, which summarises novel learning activities suggested by students and teachers as a solution for this mismatch. There needs to be a focus on comprehensive nutrition education in FH classes, to improve its pedagogical implications and meet the demands of the curriculum. These findings can be used to inform educators and policymakers on how to strengthen nutrition education in FH.
Originalspråkengelska
TidskriftEducation Inquiry
Volym12
Utgåva2
Sidor (från-till)183-201
Antal sidor19
ISSN2000-4508
DOI
StatusPublicerad - 2021
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik

Citera det här