Schools have been considered as one of the proper environment for supporting health promotion and this has been advocated by WHO and UNESCO, world-wide institution for human being. Health promotion and health education among children are endorsed by means of schools and their roles. In the schools, the development of children’s physical, mental, social and emotional development as well as their academic development are considered by teachers, particularly in the early childhood setting. However, for a teacher, who have many priorities of schooling, including building academic skills; developing scientific and artistic competencies; teaching societal, historical and cultural subjects, having a clear view of his or her own contribution to health education and promotion of children is not simple way to accomplish. International researchers in health promotion field indicate the significance teachers’ role in ensuring achievement, but suggest additional teacher training. Research state that teachers receiving additional training related to health promotion oriented to be involved in health promotion projects and have a more positive approach to health education. In this study, it is aimed to explore how trainee preschool teachers perceive their own health and wellbeing as well as how they might improve the health and wellbeing of their future preschool children. The study is conducted as a qualitative study. For data collection, the interview form is prepared for to find students’ perception of the health and well-being, also how they apply health knowledge to their practice. After, the collected data were analyzed by use of content analysis. According to the results of the study, trainee preschool teachers perceived health with emotional and physical dimensions. On the other hand, their well-being perception focused on mental health. Also, they applied health knowledge to their practice, at a minimum level.
Health, Well-Being, Preschool Education, Trainee Teacher, Perception of Health