Date of Award

2000

Degree Type

Thesis

Degree Name

Bachelor of Health Science Honours

Faculty

Faculty of Communications, Health and Science

First Advisor

Glenda Jackson

Abstract

School-based prevention education programs can contribute to a reduction in childhood road trauma by increasing students' knowledge, attitudes and skills. Professional development (PO) for teachers is needed to ensure effective implementation of health curricula. Access to conventional workshop PD is restricted by obstacles such as time, cost and lack of resources. A flexibly delivered PD program would allow teachers to study when, where and how they prefer. The purpose of this study was to examine the feasibility of a flexibly delivered PD program for teachers in road safety education. The target population was teachers from Western Australian primary schools. A self-completed questionnaire was administered by mail. The instrument addressed factors such as perceived importance of road safety, education needs of students, previous participation in PD and use of road safety education resources. The time, location and what method of delivery preferred by teachers for a flexible learning PD program were also identified. The resources and information that teachers wanted included in a flexibly delivered PD program on road safety education were also determined. Knowledge of how to access an Internet site, location of access to the Internet and the likelihood of teachers in government and non-government schools participating in a flexibly delivered PD program on road safety education were also established. Teachers perceived road safety to be an important health topic and the need for the road safety education of students was identified by teachers. Road safety resources were used to supplement or in place of the Health Education K-10 Syllabus. Videos, discussion posters and storybooks were considered important resources to be included in a road safety education program. Information concerning essential facts about road safety, involving parents and the community, a road safety policy for schools, resources, an action plan and teaching strategies were also perceived as important components to be incorporated in a road safety PD program. Teachers preferred to participate in PD at school during school hours Greater interest was shown by teachers in a flexible learning package of hard-copy materials rather than a flexible learning package available on the Internet. The majority of teachers knew how to access an Internet site and had access to the Internet either at home, school or both. The findings of this research suggest that a flexibly delivered PD program in road safety education is feasible. The proposed flexible learning PD program may utilise both methods of delivery to allow for those who do not have access to the Internet or do not possess Internet skills

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