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dc.contributor.authorWentzel, Andrew
dc.contributor.otherFaculty of Education 07:06
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThis research proceeds via a mixed methods paradigm using both qualitative and quantitative methods in a case study research design. A conceptual framework of mutually interacting variables influencing each other and impacting on and defining the roles teachers have to execute to deal effectively with HIV and AIDS challenges, is provided to facilitate the research process. This conceptual framework in conjunction with a theoretical framework which includes critical constructivist theory and the pedagogical models of Delors and Bronfenbrenner, guide the course of this study. The main recommendation of this study was that formal focused training should be given to teachers. This formal training should emphasise the role of the teacher as counselor, the teacher as an anti-stigma, anti-discrimination and anti-prejudice agent, a HIV-aware, HIV-competent and HIV-safe teacher and pastoral carer having the competence to deal with the practical issues around HIV and AIDS.en_US
dc.publisherUniversity of the Western Capeen_US
dc.subjectVulnerable childrenen_US
dc.subjectLife Orientationen_US
dc.subjectprejudice and discriminationen_US
dc.subjectHIV/AIDS educationen_US
dc.subjectPrimary schoolsen_US
dc.subjectWestern Capeen_US
dc.subjectTeacher rolesen_US
dc.titleTeachers' understanding of the roles required to respond meaningfully to HIV and AIDS challenges in primary schools in the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.description.countrySouth Africa

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