The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity
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...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-09-01
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| Series: | Education Inquiry |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/20004508.2020.1816677 |
| _version_ | 1818418083227762688 |
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| author | Cecilie Beinert Päivi Palojoki Gun Åbacka Polly Hardy-Johnson Dagrun Engeset Elisabet Rudjord Hillesund Anne Merete Selvik Ask Nina Cecilie Øverby Frøydis Nordgård Vik |
| author_facet | Cecilie Beinert Päivi Palojoki Gun Åbacka Polly Hardy-Johnson Dagrun Engeset Elisabet Rudjord Hillesund Anne Merete Selvik Ask Nina Cecilie Øverby Frøydis Nordgård Vik |
| author_sort | Cecilie Beinert |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-14T12:17:02Z |
| format | Article |
| id | doaj.art-394f98ed53c049bca852f27b81b70d3b |
| institution | Directory Open Access Journal |
| issn | 2000-4508 |
| language | English |
| last_indexed | 2024-12-14T12:17:02Z |
| publishDate | 2020-09-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Education Inquiry |
| spelling | doaj.art-394f98ed53c049bca852f27b81b70d3b2022-12-21T23:01:36ZengTaylor & Francis GroupEducation Inquiry2000-45082020-09-010011910.1080/20004508.2020.18166771816677The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunityCecilie Beinert0Päivi Palojoki1Gun Åbacka2Polly Hardy-Johnson3Dagrun Engeset4Elisabet Rudjord Hillesund5Anne Merete Selvik Ask6Nina Cecilie Øverby7Frøydis Nordgård Vik8University of AgderUniversity of AgderUniversity of AgderUniversity of Southampton, Southampton General HospitalUniversity of AgderUniversity of AgderUniversity of AgderUniversity of AgderUniversity of AgderCurrent 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.http://dx.doi.org/10.1080/20004508.2020.1816677food and healthhome economicsclassroom practicesexperiencesnutrition educationcookingstudentsteachers |
| spellingShingle | Cecilie Beinert Päivi Palojoki Gun Åbacka Polly Hardy-Johnson Dagrun Engeset Elisabet Rudjord Hillesund Anne Merete Selvik Ask Nina Cecilie Øverby Frøydis Nordgård Vik The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity Education Inquiry food and health home economics classroom practices experiences nutrition education cooking students teachers |
| title | The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity |
| title_full | The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity |
| title_fullStr | The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity |
| title_full_unstemmed | The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity |
| title_short | The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity |
| title_sort | mismatch between teaching practices and curriculum goals in norwegian home economics classes a missed opportunity |
| topic | food and health home economics classroom practices experiences nutrition education cooking students teachers |
| url | http://dx.doi.org/10.1080/20004508.2020.1816677 |
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