Tutors’ Development: A Case of Teaching about HIV and AIDS Education

Abstract

In Kenya, HIV and AIDS education was integrated into the primary teacher education syllabus in 2004. However, recent studies have reported superficial teaching of HIV and AIDS. Several authors have attributed this to the link between sex education and HIV prevention. Educators are finding it hard to communicate information about HIV and AIDS due to attitudes, beliefs and cultural norms in Africa that consider discussions on sexuality as taboo. Hence the aim of the study was to explore how tutors’ preparation can be improved so that they can teach about HIV and AIDS comprehensively. Ten tutors and 98 teacher trainees took part in the study. Data were collected through interviews, participant observation and document review. Data were analysed inductively with the aid of qualitative data analysis software HyperRESEARCH. The findings suggest that on-site collaborative in-service education that focuses on subject content as well as pedagogical content knowledge can result in a change in tutors’ instructional practice. However, further research is needed on how such change in instructional practice can be sustained and institutionalised.