The role of pre-service and in-service teacher training (PITT) programmes in preparing teachers for HIV curriculum integration

Mugimu, Christopher B.; Nabadda, Rosemary

doi:10.1007/s11125-009-9130-1

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…The link has been established between the success of African schools’ HE, for instance HIV education, and the relevance and quality of the teacher training programmes that are offered (Mugimu and Nabadda, 2009). Pedagogical renewal and professional teacher development are also linked (Cochran-Smith, 2004; Dembélé and Lefoka, 2007).…”

Section: Related Researchmentioning

confidence: 99%

Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers

Dahl

2015

Research in Comparative and International Education

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This study explores informal health education with a moralistic content in three Kenyan teacher training colleges and what it means for the development of a professional identity in health education studentteachers on a continent affected by far the largest number of health problems. Informal health education with a moralistic content is a kind of non-curricular health education which exists parallel to formal health education lessons, but which influences student-teachers' professional identity formation in complex ways by provoking resistance but also strengthening the community of student-teachers. The study used ethnographic methods and drew on a body of interrelated works in the field of sociocultural and critical educational theory and theory about professionalism to understand informal health education learning and processes of acquisition of professional identity. The findings document that in spite of institutional discipline and student-teachers' resistance to informal moralistic health education, informal health education also initiates peer learning and identity work as student-teachers negotiate what they consider an appropriate teacher identity in the complex structures of teacher training colleges. The study concludes that these processes strengthen student-teachers' sense of belonging to the teaching profession and thereby positively influence their professional identity.

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Section: Related Researchmentioning

confidence: 99%

Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers

Dahl

2015

Research in Comparative and International Education

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“…Statistical analysis rendered all their perceived avenues as being not statistically significant. Yoder (2014) advocated for a tool to measure emotional and social competencies; Mugimu and Nabadda (2009) promoted pre-service teachers' autonomy and empowerment; and Apple (2004) argued for generative topics that expressed authentic experiences of students' involvement. Unfortunately, the findings reflected in this paper did not allude to any of the aforementioned factors, but rather was skewed towards Ferrández-Berrueco and Sánchez-Tarazaga's (2014) finding of the persistence of archaic teacher preparation programmes that perpetuate traditional teaching, substantiating that they are devoid of such competencies.…”

Section: Discussion/recommendations/conclusionmentioning

confidence: 99%

“…Environments must be enabling, giving pre-service teachers empowering experiences; in fact, teachers must become the curriculum. Failure to bring teachers to this point would cause them to resist SSIs' innovations, as was the case of HIV innovative curriculum in Sub-Sahara Africa (Mugimu & Nabadda, 2009).…”

Section: The Studiesmentioning

confidence: 99%

Differences Among Self-Esteem in a Nationally Representative Sample of 15-17-Year-Old Omani Adolescents

Zayed¹,

Jeyaseelan²,

Al‐Adawi³

et al. 2019

JPR

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This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers' belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and Tobago. Purposive sampling resulted in 39 pre-service social studies teachers (Years 2 to 4) who were exposed to a methodology course in a social studies specialisation programme and nine social studies lecturers, at the University of Trinidad and Tobago. The study is located in the mixed methods paradigm, with a quan/QUAL design. This paper represents discussions and findings from two questionnaires and four focus groups analysed through the IBM SPSS Statistics 22 software for the quantitative analysis and content and micro-interlocutor analyses for the qualitative analysis. The findings show that pre-service teachers believe they have the competencies to teach socially sensitive issues; yet they had not obtained these from the designated methodology course. Further that both contextual and personal factors affect the teaching of socially sensitive issues. Six themes, with accompanying competencies emerge from the data and frame affective teaching of socially sensitive issues. Arising out of the findings, the author developed a competency-based framework that has implications for curriculum development and transformational pedagogy.

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“…The limited number of articles produced on this topic in the rest of Africa testifies to the lack of curriculum integration, apart from in teacher education (Mugimu and Nabadda 2009). Most of the articles discuss the need for HIV and AIDS integration, often with evidence to show the lack of student/faculty knowledge, but few actually describe what is being done and what effect it is having.…”

Section: And Aids Educationmentioning

confidence: 99%

A review of HIV and AIDS curricular responses in the higher education Sector: Where are we now and what next?

Wood

Pillay

2016

SAJHE

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Curriculum integration of HIV and AIDS in higher education is a strategic priority of the Higher Education AIDS programme (HEAIDS), yet little progress has been made in this area. To address this, HEAIDS is leading a project aimed at capacitating the development of HIV curriculum initiatives. The purpose of this article is to present a critical overview of internationally published work concerning the integration of HIV and AIDS into the curriculum of higher education, to determine what has been done in terms of integration, to assess what has been evaluated as successful, and to determine what lessons we can draw from it to inform the way forward. A total of 106 sources were identified by conducting key word searches in three main search engines; additional references from these and back issues of leading HIV and AIDS education journals were also consulted. We critically discuss the findings to draw conclusions about best practices concerning theoretical underpinnings, pedagogy and curriculum content. We conclude by highlighting some aspects that can help to inform the infusion of HIV and AIDS into the curricula of higher education in South Africa and beyond.

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The role of pre-service and in-service teacher training (PITT) programmes in preparing teachers for HIV curriculum integration

Cited by 7 publications

References 12 publications

Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers

Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers

Differences Among Self-Esteem in a Nationally Representative Sample of 15-17-Year-Old Omani Adolescents

A review of HIV and AIDS curricular responses in the higher education Sector: Where are we now and what next?

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