An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks
type: CreativeWork
description: This dissertation examines the interface between pre-service teachers' HIV/AIDSknowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy. It is located within the models of teacher education which provides a conceptual framework to analyse HIV/AIDS pre-service teacher education. This study was conducted at the Cape Peninsula University of Technology's Faculty of Education which prepares pre-service teachers for primary school and high school teaching. It involved 68 first year foundation phase pre-service teachers in 2003. With the use of a qualitatively - based vignette probe, the pre-service teachers' intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was investigated. The same pre-service teachers' were assessed for their levels of HIV/AIDS knowledge, attitudes towards people with HIV/AIDS, and their self-efficacy with regard to reducing their own risk of HIV/AIDS infection, using a quantitatively based comprehensive questionnaire probe. The overall findings of the study revealed that the interface between the pre-service teacher's HIV/AIDS knowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was inconsistent. The results highlighted the need for a constructivist model for HIV/AIDS pre-service teacher education which will develop pre-service teachers' HIV/AIDS subject matter expertise and their professional dexterity to critically assess and implement school - based HIV/AIDS curricula in an HIV/AIDS context of teaching.
abstract: This dissertation examines the interface between pre-service teachers' HIV/AIDSknowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy. It is located within the models of teacher education which provides a conceptual framework to analyse HIV/AIDS pre-service teacher education. This study was conducted at the Cape Peninsula University of Technology's Faculty of Education which prepares pre-service teachers for primary school and high school teaching. It involved 68 first year foundation phase pre-service teachers in 2003. With the use of a qualitatively - based vignette probe, the pre-service teachers' intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was investigated. The same pre-service teachers' were assessed for their levels of HIV/AIDS knowledge, attitudes towards people with HIV/AIDS, and their self-efficacy with regard to reducing their own risk of HIV/AIDS infection, using a quantitatively based comprehensive questionnaire probe. The overall findings of the study revealed that the interface between the pre-service teacher's HIV/AIDS knowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was inconsistent. The results highlighted the need for a constructivist model for HIV/AIDS pre-service teacher education which will develop pre-service teachers' HIV/AIDS subject matter expertise and their professional dexterity to critically assess and implement school - based HIV/AIDS curricula in an HIV/AIDS context of teaching.
author: Alexander, Joy
language: eng
date published: 2005
date modified: 2026-07-22T22:23:01Z
provider: University of Cape Town
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: School of Education

PropertyValue
property ID: Handle
value: http://hdl.handle.net/11427/7808