The purpose of this paper is to discuss teachers’ practices, barriers and facilitating factors associated with a regional school-based action-oriented sexuality education (SE…
Abstract
Purpose
The purpose of this paper is to discuss teachers’ practices, barriers and facilitating factors associated with a regional school-based action-oriented sexuality education (SE) project with the use of information and communication technology.
Design/methodology/approach
This qualitative research was anchored in a constructivist paradigm, set up as a multiple case study (six schools) with exploratory aims. Observation, teacher group interview, online class-diaries and contents of the project website were used for data collection. Cross-case analysis was carried out following single case analyses.
Findings
It was found that when teachers attend in-service teacher education and training they develop professional competences to act as facilitators of students’ inquiry-based learning on action-oriented knowledge and on carrying out collective actions to promote sexual health and well-being. Collaborative and reflexive work among teachers emerged as a facilitator factor and SE integration in the school curriculum as the principal barrier.
Research limitations/implications
The results of the cross-case analysis of this qualitative research based on single cases developed in their own social contexts can only be generalized with caution to other similar contexts.
Practical implications
Despite the limitations of this study, it has great importance for both research and practice as it contributes to the evidence regarding the implementation of the combined action of the democratic approach (participatory and action-oriented) and the use of ICT on SE.
Originality/value
This paper provides important information for those working on school health education projects, particularly considering how action-oriented SE is applied in different contexts.
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Emily Joan Darlington, Gemma Pearce, Teresa Vilaça, Julien Masson, Sandie Bernard, Zélia Anastácio, Paul Magee, Frants Christensen, Henriette Hansen and Graça S. Carvalho
The aim was to identify the competencies professionals need to promote co-creation engagement within communities.
Abstract
Purpose
The aim was to identify the competencies professionals need to promote co-creation engagement within communities.
Design/methodology/approach
Co-creation could contribute to building community capacity to promote health. Professional development is key to support co-creative practices. Participants were professionals in a position to promote co-creation processes in health-promoting welfare settings across Denmark, Portugal, France and United Kingdom. An overarching unstructured topic guide was used within interviews, focus groups, questionnaires and creative activities.
Findings
The need to develop competencies to promote co-creation was high across all countries. Creating a common understanding of co-creation and the processes involved to increase inclusivity, engagement and shared understanding was also necessary. Competencies included: How to run co-creation from the beginning of the process right through to evaluation, using feedback and communication throughout using an open action-oriented approach; initiating a perspective change and committing to the transformation of co-creation into a real-life process.
Practical implications
Overall, learning about underlying principles, process initiation, implementation and facilitation of co-creation were areas identified to be included within a co-creation training programme. This can be applied through the framework of enabling change, advocating for co-creative processes, mediating through partnership, communication, leadership, assessment, planning, implementation, evaluation and research, ethical values and knowledge of co-creative processes.
Originality/value
This study provides novel findings on the competencies needed for health promoting professionals to embed co-creative processes within their practice, and the key concerns that professionals with a position to mediate co-creation have in transferring the abstract term of co-creation into a real-world practice.
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Kevin Dadaczynski, Bjarne Bruun Jensen, Nina Grieg Viig, Marjorita Sormunen, Jesper von Seelen, Vladislav Kuchma and Teresa Vilaça
The purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools.
Abstract
Purpose
The purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools.
Design/methodology/approach
The Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement.
Findings
The final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action.
Originality/value
The recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept.
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A sense of collective free-thinking with tangible goals makes co-creation an enlightening experience. Yet despite the freedom and organic flow of the methodology, there remain…
Abstract
Purpose
A sense of collective free-thinking with tangible goals makes co-creation an enlightening experience. Yet despite the freedom and organic flow of the methodology, there remain barriers to deploying co-creation in the real-world context. The aim was to understand the barriers and solutions to co-creation, reflect on applying co-creation in practice and co-create an applicable framework for co-creation.
Design/methodology/approach
These reflections and conceptual developments were completed using a Participatory Action Research Approach through the co-creation of the Erasmus+ funded Co-creating Welfare course.
Findings
Results presented are centric to the experiences in the United Kingdom but led to application at an international level. Problem formulation led to solutions devised about who should co-create, what co-creation aims to achieve, how to receive management buy-in, co-creating beyond the local face to face context and evaluation.
Originality/value
The Three Co’s Framework is proposed using the outline of: Co-Define, Co-Design and Co-Refine. Those who take part in co-creation processes are recommended to be called co-creators, with less focus on “empowerment” and more about facilitating people to harness the power they already have. Utilising online and hybrid delivery methods can be more inclusive, especially in response to the COVID-19 pandemic. The use of co-creation needs to be evaluated more moving forwards, as well as the output co-created.
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Cristiana Rodrigues Vilaça, Teresa Proença and Mauro Carozzo-Todaro
This research aims to test the role of the informational effect (IE) on the relationship between pay for individual performance (PFIP) and intrinsic motivation (IM). Special…
Abstract
Purpose
This research aims to test the role of the informational effect (IE) on the relationship between pay for individual performance (PFIP) and intrinsic motivation (IM). Special attention is also given to how the supervisor’s positive (PF) and negative feedback (NF) influence workers' perceptions of the informational content of PFIP.
Design/methodology/approach
We used a two-wave online survey among workers covered by a PFIP system and collected a total of 472 answers. To test our hypotheses, we adopted SPSS PROCESS macro Model 9.
Findings
The results suggest that IE fully mediates the positive impact of PFIP on IM, with this effect diminishing in the presence of NF, while PF shows no significant influence.
Practical implications
Organizations should invest in the development of mechanisms to mitigate perceptions of rewards as behaviour control mechanisms. Instead, PFIP should be perceived as a means to gain valuable insights into performance.
Originality/value
By using a research design allowing external validity in opposition to the widely used experimental one, we contribute to the debate about the relationship between extrinsic rewards and IM. Theoretical and practical implications in the workplace are also discussed.
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Andreia Carvalho, Sergio Jesus Teixeira, Leonilde Olim, Sancha de Campanella and Teresa Costa
The aim of this study is to obtain a broader knowledge of innovative pedagogical practices in higher education, by analysing the particular case of the Higher Institute of…
Abstract
Purpose
The aim of this study is to obtain a broader knowledge of innovative pedagogical practices in higher education, by analysing the particular case of the Higher Institute of Administration and Languages (ISAL). The literature review reveals a gap in this scientific field, and filling this gap is as imperative as the need to articulate higher education with the Students' Profile by the End of Compulsory Schooling.
Design/methodology/approach
This research adopts a qualitative methodological approach, in order to analyse the students and teachers' perceptions of the active learning methodologies implemented at ISAL. Data were collected from a closed-ended questionnaire, aimed at a population composed of students and teachers.
Findings
The literature review reveals a gap in this scientific field, particularly in Portugal. Filling this gap is as imperative as the need to articulate higher education with the Students' Profile by the End of Compulsory Schooling.
Practical implications
With the adoption of this methodological approach, this research intends to verify not only whether the innovative pedagogical practices addressed in the literature review are implemented in this institution, but also to identify obstacles to their implementation. With regard to the results, several pedagogical innovation practices are already implemented, even though some limitations to their implementation are identified.
Originality/value
This research allows identifying indicators that are essential to outline an intervention plan in the pedagogical practices implemented at ISAL or other higher education institutions and contributes to assessing the current state of pedagogical practices in higher education.