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Teaching Nutrition: the Role of Professional Identity
Globally, Health and Physical Education (HPE) teachers play a key role in shaping adolescents’ nutrition knowledge, yet little is known about how their professional identities influence nutrition education delivery in Australia.
This study addressed this gap by exploring secondary HPE teachers’ perceptions of their identities as subject matter, pedagogical, or didactic experts, and how these identities shape their teaching practices. An explanatory sequential mixed-methods approach was used, involving a survey (n = 38) and interviews (n = 5).
Findings revealed identity-based differences in approach, underscoring the need for targeted professional development, enhanced pre-service training, and a whole-school approach to strengthen nutrition education in secondary schools.
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