Differences in formal education among Norwegian Home Economics teachers
Journal article, Peer reviewed
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Original versionVik, F. N., Beinert, C., Palojoki, P., Hillesund, E. R., Engeset, D., Ask, A. M. S., Åbacka, G. & Øverby, N. C. (2020). Differences in formal education among Norwegian Home Economics teachers. Journal of the International Society for Teacher Education, 24(2), 45-59. https://isfte.org/index.php/2020/12/30/jiste-24-2-diverse-aspects-on-education-perspectives-from-the-world/
Many Norwegian teachers in Food and Health (Home Economics) do not have any formal subject-specific education. This study aims to explore potential differences between teachers with formal versus no formal Food and Health education. In 2018, Food and Health teachers in all primary and lower secondary schools in Norway were invited to answer a web-based questionnaire. In total, 1170 Food and Health teachers completed the questionnaire. We found several differences between the groups. Most importantly, 49% of the teachers at the secondary school level had formal Food and Health education despite national requirements. Also, a higher proportion of the formally educated group showed more contentment with teaching and reported to a greater extent mastering teaching (p≤0.001) compared to the non-educated group. With higher coverage of formally educated teachers in Food and Health, the subject can be strengthened towards fulfilling its potential of being influential for motivation, knowledge and life skills related to food and health.