Work Done in the Margins: A Comparative Study of Mental Health Literacy in Pre-Service Teacher Education in Australia and in Scotland

Autor/inn/en	Armstrong, David; Macleod, Gale; Brough, Colin
Titel	Work Done in the Margins: A Comparative Study of Mental Health Literacy in Pre-Service Teacher Education in Australia and in Scotland
Quelle	In: Journal of Research in Special Educational Needs, 19 (2019) 4, S.334-343 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12452
Schlagwörter	Comparative Analysis; Preservice Teacher Education; Mental Health; Literacy; Preservice Teachers; Cross Cultural Studies; Teacher Educators; Teacher Attitudes; Mental Disorders; Foreign Countries; Inclusion; Course Content; Incidence; Knowledge Base for Teaching; Student Attitudes; Australia; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Psychohygiene; Alphabetisierung; Schreib- und Lesefähigkeit; Cultural comparison; Kulturvergleich; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Mental illness; Geisteskrankheit; Ausland; Inklusion; Kursprogramm; Vorkommen; Teaching theory; Theory of teaching; Unterrichtstheorie; Schülerverhalten; Australien
Abstract	Ensuring pre-service teachers have strong mental health literacy is vital for progress towards an inclusive, effective education system; yet little is known about how pre-service teachers are prepared for practice with school students who present with poor mental health. The original, internationally comparative small-scale (N = 24) qualitative study reported here compared current mental health literacy provision to pre-service teacher education students in Scotland and Australia. Semi-structured telephone interviews with teacher educators who delivered mental health content divulged highly variable, often ad-hoc mental health literacy provision; a concern, given the prevalence of poor mental health affecting children and young people in schools. Thematic data analysis revealed striking commonalities among issues raised by participants from both countries, highlighting the need for urgent improvement in the provision of mental health literacy to pre-service teachers. Results suggest the possibility of strategically developing a joint Australian-Scottish mental health component suitable for delivery in both countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01