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Abstract

Purpose – The forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was acomplex challenge for Australian teachers. Teachers were given very little time to prepare online content andvery little professional development to teach online. Their experiences prompted discussion about the abilitiesof pre-service teachers (PST) to adapt content to online delivery if another pandemic occurred while they wereteaching in the future.Design/methodology/approach – PST majoring in Health and Physical Education were required to adapt a4-weeks high school health education unit for online delivery. This study analysed data from PST personalreflections and focus groups to gain a better understanding of their perceptions about teaching healtheducation online and their confidence to adapt tasks and activities from face-to-face delivery or develop uniqueonline tasks.Findings – PST reported varied confidence and competence to plan for and engage in online health educationteaching. PST were concerned about student learning and engagement online, and unsure how to bestdifferentiate activities to ensure all student could meet the intended outcomes.Originality/value – Little is known about the confidence and competence of PST to deliver fully online schoolhealth education. It is important to know more about this phenomenon to inform teacher education and teacherprofessional development to ensure teachers are better prepared for online delivery in the future.

Item Type:	Article
Authors/Creators:	Cruickshank, V and Mainsbridge, C
Keywords:	teacher education, health education, pre-service teachers, online education
Journal or Publication Title:	Health Education
Publisher:	Emerald Publishing Limited
ISSN:	0965-4283
DOI / ID Number:	10.1108/HE-01-2021-0004
Copyright Information:	Copyright 2021 Emerald Publishing Limited
Related URLs:	Google Scholar: Cruickshank, V UTAS Profile: Cruickshank, V Google Scholar: Mainsbridge, C UTAS Profile: Mainsbridge, C
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