Care and Support of Orphaned and Vulnerable Children at School: Helping Teachers to Respond

Autor/inn/en	Wood, Lesley; Goba, Linda
Titel	Care and Support of Orphaned and Vulnerable Children at School: Helping Teachers to Respond
Quelle	In: South African Journal of Education, 31 (2011) 2, S.275-290 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	At Risk Students; Child Welfare; Residential Institutions; Institutionalized Persons; Teacher Education Programs; Teacher Attitudes; School Districts; Qualitative Research; Focus Groups; Data Analysis; Inservice Teacher Education; Acquired Immunodeficiency Syndrome (AIDS); Teacher Effectiveness; Sexuality; Secondary School Teachers; Elementary School Teachers; Foreign Countries; Interviews; South Africa + Suchen Sie Ihr Suchwort? Kindeswohl; Wohnumgebung; Lehrerverhalten; School district; Schulbezirk; Qualitative Forschung; Auswertung; Lehrerfortbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sexualität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Interviewing; Interviewtechnik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan Africa, this study investigated teacher perceptions of the effectiveness of training programmes offered in a specific school district in South Africa to equip them to deal with issues arising from having orphans and vulnerable children in their classrooms. A qualitative research design was followed to purposively select teachers who had attended the departmental training to participate in focus groups to explore the phenomenon of teaching orphaned and vulnerable children. The findings that emerged from the thematic data analysis provided supporting evidence that current teacher education approaches in this regard are not perceived to be effective. The results are used to suggest guidelines for an alternative approach to the current forms of HIV and AIDS training for teachers that is more likely to be sustainable, culturally appropriate and suited to the context. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01