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Australian Journal of Teacher Education

Australian Journal of Teacher Education

DOI

10.14221/ajte.2022v47n2.5

Abstract

Teacher delivered food and nutrition education (FNE) can be effective in improving children’s food literacy and eating habits. However, teachers are known to face some barriers to the delivery of FNE globally. To obtain a deeper understanding of Australian primary school teachers’ experiences and views, 17 teachers were interviewed. The results of the thematic analysis showed that teachers acknowledged the importance of FNE and were willing to include more FNE content into their teaching. We also identified the FNE topics taught, resources used, their teaching partners, and barriers encountered. The discussion presents strategies to overcome these barriers.

Was this research funded?

Yes, research was funded

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Link to publisher version (DOI)

10.14221/ajte.2022v47n2.5