scholarly journals Teacher Capacity and Preparedness in HIV/AIDS Education in Multicultural Refugee Schools of North-Western Kenya

2018 ◽  
Vol 1 (1) ◽  
pp. 533-569
Author(s):  
Rubai Mandela Ochieng‘
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Refugee Camp ◽  
Host Community ◽  
Aids Education ◽  
People Living With Hiv ◽  
Structured Interviews ◽  
School Teachers ◽  
Regular Teacher ◽  
Hiv Aids

In Kenya, schools in refugee camps follow the same curriculum, which integrates HIV/AIDS education in all subjects, as regular schools. Consequently, the refugee camp schools mainly rely on teachers who are trained for the regular schools, in addition to untrained teachers and volunteers from the refugee community who are sometimes given in-service training. While research demonstrates that Kenyan teachers experience multiple challenges with HIV/AIDS education in regular schools for which they were trained, there was a dearth of knowledge in regard to how the teachers engaged with HIV/AIDS education in a more complex multicultural refugee setting. In view of the foregoing, a qualitative study was done in 6 primary schools, 3 from Kakuma Refugee Camp (KRC) and 3 from the surrounding host community (HC). One of the research objectives was to determine the capacity and preparedness of teachers in HIV/AIDS education in a multicultural and multi-religious contextof refugee schools. A sample of 617 individuals, comprising 422 males and 195 females was used in the study. This included teachers, headteachers, pupils, religious leaders, NGO staff and community members. Data was obtained by use of semi-structured interviews, observation, drawing, documentary analysis and FGDs. Findings reveal that the KRC school teachers portrayed a good mastery of the HIV/AIDS education content and effectively used participatory teaching methods, apparently due to regular teacher training workshops at the camp. However, there was a tendency for teachers at both KRC and HC schools to over-engage learners from their own cultural groups. The HC school teachers, who relied on irregular government training workshops, often made seemingly small mistakes that could have major implications for HIV/AIDS Education. This included giving inaccurate information on HIV transmission as well as passing messages that could easily encourage stigmatization of people living with HIV. Classroom observation revealed that regardless of their level of training, teachers at both KRC and HC schools were influenced by their various religious beliefs while teaching HIV/AIDS education. Among other recommendations, this paper points to the need for regular teacher training workshops on HIV/AIDS education that would target classroom teachers rather than headteachers who rarely teach.

scholarly journals Directions of improving the quality of in-service teacher training in Serbia: the perspective of primary school teachers

2013 ◽  
Vol 45 (1) ◽  
pp. 86-107
Author(s):  
Dejan Stankovic ◽  
Ivana Djeric ◽  
Vladeta Milin
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Primary Schools ◽  
School Setting ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Service Training

This paper presents one part of the findings of a research that deals with teachers? perceptions of educational reforms in Serbia. More specifically, the paper focuses on the segment of the research that was aimed at exploring teachers? views on the ways of improving the system and practice of in-service teacher training. Pursuing this topic is very important since the findings of recent studies have shown that this aspect of education system needs considerable improvement, while the authors who deal with educational change point to the importance of consulting the teachers in the development of the new system solutions. The questionnaire was used to collect the data from 326 teachers from 125 Serbian primary schools. The teachers provided answers to open-ended questions on what needs to be done in order to improve the quality of their in-service training. Content analysis was used to process the data - response categories were created inductively on the basis of teachers? answers, and then their frequency was established. The results indicate that, according to teachers, in-service teacher training has to be improved, primarily through increased funding, higher quality of programmes/seminars, diversification of types of training, as well as through creating a more encouraging system and school setting for in-service teacher training. These results are significant from the aspect of the in-service training system since they point to developmental priorities, as well as to the necessity of a more complex and comprehensive approach to the reform of this segment of education system.

scholarly journals Knowledge, Awareness and Perception about HIV/AIDS among Primary School Teachers in Bangladesh

2014 ◽  
Vol 13 (2) ◽  
pp. 145-149 ◽  
Author(s):  
Md. Shahidur Rahman Choudhary ◽  
Md. Mahfuzar Rahman
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Medical Science ◽  
School Teachers ◽  
Primary School Teachers ◽  
Modes Of Transmission ◽  
Adequate Funding ◽  
Self Administered Questionnaire ◽  
Do So ◽  
Hiv Aids

Objective: Information is very important to have accurate understanding of people about the modes of HIV/AIDS transmission and its prevention strategies. Teachers at all levels are always expected to play a foremost role in the provision of information to promote awareness leading to behavioral change among students. Therefore, this article is aimed to evaluate the knowledge, awareness and perception about the deadly disease HIV/AIDS among primary school teachers in Bangladesh. Materials and methods: To do so, about 120 teachers from 28 primary schools, out of 68, in Rajshahi City Corporation (RCC) areas were interviewed purposively for this study using a self-administered questionnaire. Results and discussion: The results showed that the teachers serving at primary schools level were not too sure of their own knowledge about the issue. They had much misperception about the knowledge of facts, modes of transmission to reduce contamination and the modes of transmission from one person to another of HIV/AIDS. Conclusion: Government should provide adequate funding to organize and sponsor teachers to attend in training workshops, seminars and conferences related to HIV/AIDS and that the pandemic should be discussed with other for the purpose of awareness. DOI: http://dx.doi.org/10.3329/bjms.v13i2.18297 Bangladesh Journal of Medical Science Vol.13(2) 2014 p.145-149

HIV/AIDS EDUCATION IN SOUTH AFRICA: TEACHER KNOWLEDGE ABOUT HIV/AIDS: TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION

2003 ◽  
Vol 31 (4) ◽  
pp. 349-356 ◽  
Author(s):  
Karl Peltzer ◽  
Supa Promtussananon
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Teacher Knowledge ◽  
Secondary School Teachers ◽  
Behavioral Control ◽  
Community Support ◽  
Aids Education ◽  
Perceived Behavioral Control ◽  
School Teachers ◽  
Hiv Aids

The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.

scholarly journals CARE FOR THE PERSON WHO LIVES WITH HIV/AIDS IN PRIMARY HEALTH CARE

2019 ◽  
Vol 28 ◽  
Author(s):  
Aline Daiane Colaço ◽  
Betina Hörner Schlindwein Meirelles ◽  
Ivonete Teresinha Schülter Buss Heidemann ◽  
Mariana Vieira Villarinho
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
People Living With Hiv ◽  
Structured Interviews ◽  
Term Care ◽  
Descriptive Research ◽  
Primary Health ◽  
Centered Care ◽  
Living With Hiv ◽  
Hiv Aids

ABSTRACT Objective: to understand the process of caring for the person with HIV/AIDS in the Primary Health Care of a capital in southern Brazil. Method: qualitative, exploratory and descriptive research, carried out in the Health Centers of this city, from March to August 2015. Sixteen nurses participated through semi-structured interviews, which were organized and codified with the help of the software QSR Nvivo®, version 10. Afterwards, the data were analyzed through comparative analysis. Results: results were described in two categories: “The inter-subjective encounter given the vulnerability to HIV/AIDS”, and, “Accepting needs and formulating actions given the reality”. Potentialities and weaknesses were evidenced through these categories, such as: reception, long-term care, active search, home visits, and, in return, lacking a formal flow of care for people living with HIV/ AIDS, lack of HIV/AIDS line of care and medical/centered care. Conclusion: the need to implement HIV/AIDS management in primary care was verified, as well as to overcome the fragilities in this care with the aid of implementing a formal care flow, establishing managerial processes and permanent education for the professionals. Then, expanding and qualifying care in HIV/AIDS, with important contributions of the nurse in the perspective of integral care in the process of living with HIV/AIDS.

scholarly journals The health literacy needs of women living with HIV/AIDS

2015 ◽  
Vol 20 (1) ◽  
Author(s):  
Judy Thompson ◽  
Yolanda Havenga ◽  
Susan Naude
Keyword(s):  
Health Literacy ◽  
Hiv Transmission ◽  
Qualitative Content Analysis ◽  
Sub Saharan Africa ◽  
People Living With Hiv ◽  
Structured Interviews ◽  
Women Living With Hiv ◽  
Living With Hiv ◽  
The Impact ◽  
Hiv Aids

Women in Sub-Saharan Africa are disproportionately affected by the virus and constitute 60% of the total HIV/AIDS infections in this region. Current recommendations endorse the involvement of people living with HIV in the development of programmes for people living with the virus. The purpose of the study was to explore and describe the health literacy needs of women living with HIV. The research design was qualitative, explorative, descriptive and contextual. After women living with HIV/AIDS were sampled purposively, semi-structured interviews were conducted with eight women and qualitative content analysis done. The findings revealed that the women expressed a need to increase their knowledge about HIV/AIDS. The knowledge they needed ranged from basic pathophysiology about HIV/AIDS, to the impact of HIV/AIDS on their health, to an awareness of the modes of HIV transmission and methods of protecting others from being infected. Other important health literacy needs related to self-care and correct antiretroviral use. A need for psychosocial skills was also identified in order for women to build and maintain their relationships. Recommendations were made for nursing practice, education and further research, based on these findings.

Conflict between nursing student’s personal beliefs and professional nursing values

2017 ◽  
Vol 26 (4) ◽  
pp. 1087-1100 ◽  
Author(s):  
David Pickles ◽  
Sheryl de Lacey ◽  
Lindy King
Keyword(s):  
Nursing Students ◽  
Cultural Influences ◽  
Research Approach ◽  
People Living With Hiv ◽  
Personal Beliefs ◽  
Structured Interviews ◽  
Professional Nursing ◽  
Nursing Values ◽  
Living With Hiv ◽  
Hiv Aids

Background: Studies have established that negative perceptions of people living with HIV/AIDS exist among nursing students throughout the world, perceptions which can be detrimental to the delivery of high-quality nursing care. Objectives: The purpose of this research was to explore socio-cultural influences on the perceptions of nursing students towards caring for people living with HIV/AIDS. Research design: The study was guided by stigma theory, a qualitative descriptive research approach was adopted. Data collected via semi-structured interviews were thematically analysed. Participants and research context: Participants were 21 international and Australian undergraduate nursing students enrolled in a Bachelor of Nursing programme at an Australian university. Ethical considerations: Ethical approval was granted by the Social and Behavioural Research Ethics Committee at the study university. Participation was entirely voluntary; informed consent was obtained before the study commenced; confidentiality and anonymity were assured. Findings: Three major themes were found: blame, othering and values. Complex and interrelated factors constructed participant perceptions of people living with HIV/AIDS, perceptions underscored by the prevailing culturally construed blame and othering associated with HIV/AIDS. The study found discordance between the negative personal beliefs and perceptions some nursing students have towards people living with HIV/AIDS, and the professional values expected of them as Registered Nurses. Discussion: There was considerable commonality between this and previous studies on how homosexuality and illicit drug use were perceived and stigmatised, correlating with the blame directed towards people living with HIV/AIDS. These perceptions indicated some nursing students potentially risked not fulfilling the ethical and professional obligations the Registered Nurse. Conclusion: Nursing curriculum should be strengthened in relation to comprehending the meaning of being stigmatised by society. Educational institutions need to work towards enhancing strategies that assist nursing students to reconcile any incongruity between their personal beliefs and requisite professional nursing values.

Implementing disaster preparedness education in New Zealand primary schools

2014 ◽  
Vol 23 (4) ◽  
pp. 370-380 ◽  
Author(s):  
Victoria A. Johnson ◽  
Kevin R. Ronan ◽  
David M. Johnston ◽  
Robin Peace
Keyword(s):  
New Zealand ◽  
Teacher Training ◽  
Disaster Preparedness ◽  
Primary Schools ◽  
Lesson Plan ◽  
School Teachers ◽  
Content Type ◽  
Teaching Resource ◽  
National Implementation ◽  
Civil Defence

Purpose – The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of What's the Plan, Stan?, a voluntary, curriculum-based teaching resource. Design/methodology/approach – Results and findings from a focus group study with school teachers and local civil defence staff in 2011 and a nationally representative survey of schools in 2012 were analyzed to identify intervening, facilitating and deterrent factors of uptake and use of the resource. Findings – The main intervening factors between resource promotion and school teachers’ awareness of the resource are word of mouth among school teachers and teachers’ proactive lesson plan research. The strongest facilitating factor was school-wide use of the resource. Lack of awareness of the resource and the perceived need for teacher training are the greatest deterrents to use of the resource. Practical implications – Based on the findings, several recommendations are provided for increasing use of the resource including use of web-based technology for teacher training, integration of disaster preparedness messaging into other children's programs, ongoing evaluation and curriculum requirements. Originality/value – An evaluation of the implementation of What's the Plan, Stan? adds to the limited body of knowledge on the benefits and challenges to distributing a voluntary teaching resource as a national strategy for curriculum integration of disaster education. The findings and lessons are relevant for nations meeting the Core Indicators of progress toward the 2005-2015 Hyogo Framework For Action.

scholarly journals PERCEPTIONS OF PRIMARY AND HIGH SCHOOL TEACHERS ON THE USE OF MOTHER TONGUE IN EFL CLASSES

2021 ◽  
Author(s):  
Dilek Durukan ◽  
Ayhan Kahraman
Keyword(s):  
High School ◽  
Foreign Language ◽  
Primary School ◽  
High School Teachers ◽  
Primary Schools ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Mother Tongue ◽  
Structured Interviews ◽  
School Teachers

Whether the mother tongue (L1) should be included or excluded in foreign language classes has been debated by researchers and there is no consensus on this controversial issue.   However, most of the studies are conducted on the tertiary level, and there is very few on the primary & secondary levels.  Therefore, this study explores the perspectives of English teachers working in primary schools in comparison to high schools affiliated with national education. It also investigates for which language skills both of those groups find the use of mother tongue (Turkish) relatively effective and their justification behind the use of L1 in their classes in which English is taught as a foreign language. A total of 30 primary and 30 high school teachers working in Usak participated the study voluntarily. The study has employed mixed-method and   data was collected through a questionnaire developed by Kuru and Tekin (2019). Moreover, semi structured interviews were conducted to obtain qualitative data with randomly selected primary school (8) and high school teachers (8). By means of SPSS, descriptive statistics were conducted and qualitative data were analyzed thematically. Findings of the quantitative data indicated that majority of both primary and high school teachers support the use of mother tongue in EFL classes. Additionally, there is no significance difference between the perceptions of primary school and high school teachers regarding the use of L1. Finally, results of the qualitative data advocate the findings of the quantitative data.

scholarly journals The Scope of Cooperative Work in the Classroom from the Viewpoint of Primary School Teachers

2017 ◽  
Vol 10 (26) ◽  
pp. 171-194
Author(s):  
Mª P. Fernández-Lozano ◽  
M. González-Ballesteros ◽  
A. De-Juanas
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Primary School ◽  
School Teacher ◽  
Collaborative Work ◽  
Primary School Teacher ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Key Aspects

Introduction. Different international organisms, including UNESCO, insist on the importance of collaborative teamwork to face today’s challenges. This skill should be fostered from the early stages of education, and consequently, it is particularly important that Primary School teacher training institutions draw up proposals and implement new practices which include this type of work. This paper attempts to describe how a group of Primary School teachers perceive cooperative learning based on their interview responses.Method. The methodology is based on a qualitative and descriptive approach using semi-structured interviews. The interview content was analysed using the content analysis procedure. The sample included 48 Primary School teachers in the Madrid area who had been interviewed previously.Results. The teachers’ opinions refer to three key aspects: evaluation of the cooperative learning competence; action taken by teachers related to this competence; training received in this competence. The research findings suggest that teamwork is seldom used, and when it is used, this is basically for motivational reasons. The low importance given to this competence in initial teacher training is also mentioned.Conclusion. The results suggest that the potential of collaborative work to facilitate learning and manage diversity is not generally understood.

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