Addressing HIV/AIDS education: A look at teacher preparedness in Ghana

Weiler, J.M; Martin-Weiler, C.J

dc.contributor.author	Weiler, J.M
dc.contributor.author	Martin-Weiler, C.J
dc.date.accessioned	2023-04-17T12:28:32Z
dc.date.available	2023-04-17T12:28:32Z
dc.date.issued	2012
dc.identifier.uri	http://41.74.91.244:8080/handle/123456789/1927
dc.description	Article	en_US
dc.description.abstract	Our research shows that social science university trained Ghanaian student/teachers do have the knowledge, confidence, and willingness to address HIV/AIDS issues in their teaching, yet they do not. The reason, we argue, is that teachers have little incentive to address contentious issues in the classroom. Questionnaires were administered to 382 University of Education, Winneba students, 61 of whom were just returning from year-long placements. We conclude with the argument that the rethinking of the current dominant approach to curriculum is necessary and that a curriculum that will better support teachers in addressing controversial issues such as HIV/AIDS in the classroom should be considered. Keywords: Teacher Preparation; HIV/AIDS Education; Addressing Social Issues; Critical Pedagogy	en_US
dc.language.iso	en	en_US
dc.publisher	Published in Journal of International Social Studies	en_US
dc.relation.ispartofseries	;Volume 2 Number 1
dc.subject	teacher preparation	en_US
dc.subject	HIV/AIDS education	en_US
dc.subject	addressing social issues;	en_US
dc.subject	critical pedagogy	en_US
dc.title	Addressing HIV/AIDS education: A look at teacher preparedness in Ghana	en_US
dc.type	Article	en_US