虚拟营养干预对蒙特利教师营养角色建模能力和课堂实践的影响
Nicole Vitale1, Sabrina Sales Martinez2, Cristina Palacios2
1Department of Exercise Science and Health Promotion, Florida Atlantic University, Boca Raton, Florida, USA.
The Journal of school health
|January 11, 2026
概括
针对幼儿教师的虚拟营养培训显著提高了他们的知识,自我效能和课堂实践. 这些收益持续了很长一段时间,促进了幼儿更健康的饮食习惯.
科学领域:
- 幼儿教育 儿童早期教育
- 营养科学 营养科学
- 教师专业发展教师专业发展
背景情况:
- 幼儿时期对于终身习惯形成至关重要.
- 健康的榜样显著影响儿童的营养行为.
- 这是一个T.E.A.C.H.H. 这项研究的重点是提高教师的营养知识,信念和实践.
研究的目的:
- 评估虚拟营养干预对幼儿教师的影响.
- 评估教师营养知识,自我效能和教学实践的变化.
- 为了确定干预效应的长期可持续性.
主要方法:
- 美国24个州的95名蒙特利教师参加了虚拟营养干预.
- 干预使用了同步和异步学习模式.
- 层次线性建模分析了营养知识,自我效能,文化能力,课堂实践和教师-家长沟通的变化.
主要成果:
- 干预后在营养知识,自我效能,教学自我效能,文化能力,教学实践和教师-家长沟通方面观察到显著的改善.
- 大多数改善,除了自我有效性,在12周的随访中持续.
- 虚拟干预有效地提高了教师与营养相关的角色建模能力.
结论:
- 结合同步和异步学习的虚拟营养干预对教师来说是有效的.
- 培训导致教师的营养知识和课堂实践持续改善.
- 灵活的营养培训可以增强基于学校的健康倡议,并促进健康公平.
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