Original Research

Preparing teachers for HIV/AIDS education: integrated and interdisciplinary pre-service teacher education

Linda van Laren
South African Journal of Childhood Education | Vol 1, No 1 | a79 | DOI: https://doi.org/10.4102/sajce.v1i1.79 | © 2011 Linda van Laren | This work is licensed under CC Attribution 4.0
Submitted: 23 May 2014 | Published: 31 December 2011

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Linda van Laren, University of KwaZulu Natal, South Africa

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This article focuses on the views of pre-service teachers regarding an appropriate model for integrating HIV/AIDS education at a Faculty of Education. The final-year foundation and intermediate phase teachers were introduced to integrating HIV/AIDS education in Mathematics education and reflected on their four years of training. By using self-study methodology, the opinions and experiences of pre-service teachers of the two models of HIV/AIDS education in teacher preparation were explored, aiming to improve the manner in which pre-service teachers could be prepared to teach in the social and educational context of HIV/AIDS. The pre-service teachers indicated that they are under-prepared to teach in this context. Pre-service teachers were of the opinion that they could, however, be better prepared through HIV/AIDS teacher education that includes both discipline/subject and integrated models of teacher education


self-study; HIV/AIDS education; pre-service teachers; integrated programme


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