An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks

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dc.contributor.advisorRochford, Kevinen_ZA
dc.contributor.authorAlexander, Joyen_ZA
dc.date.accessioned2014-09-30T13:43:04Z
dc.date.available2014-09-30T13:43:04Z
dc.date.issued2005en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationAlexander, J. (2005). <i>An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/7808en_ZA
dc.identifier.chicagocitationAlexander, Joy. <i>"An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2005. http://hdl.handle.net/11427/7808en_ZA
dc.identifier.citationAlexander, J. 2005. An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Alexander, Joy AB - 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. DA - 2005 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2005 T1 - An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks TI - An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks UR - http://hdl.handle.net/11427/7808 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7808
dc.identifier.vancouvercitationAlexander J. An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2005 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/7808en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherCurriculum Studiesen_ZA
dc.titleAn analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasksen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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