Addressing HIV/AIDS Education: A Look at Teacher Preparedness in Ghana

Jim Martin Weiler, Cassandra Juanita Martin-Weiler


Our research shows that social science university trained Ghanaian student/teachers do have the knowledge, confidence, and willingness to address the HIV/AIDS problem, yet they do not.  The reason, we argue, is that teachers do not have much incentive to address contentious issues in the classroom.  Questionnaires were administered to 382 University of Education, Winneba students, 61 of whom were just returning from year-long placements.  We conclude with arguing for rethinking the current dominant approach to curriculum for one that will better support teachers in addressing controversial issues such as HIV/AIDS in the classroom.


Teacher Preparation; HIV/AIDS Education; Addressing Social Issues; Critical Pedagogy

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