Teaching And Teacher Education 28:428-439 Supporting Lesotho teachers to develop resilience in the face of the HIV and AIDS pandemic
Type
E-Journal
Authors
Category
ECCE, Foundation, Intermediate
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Publication Year
2012
Publisher
Elsevier, Amsterdam, Netherlands
URL
[ private ]
Pages
12 p.
Subject
Early childhood education, Primary education, Drawing, HIV and AIDS, Orphans, Children, Vulnerability, Teacher education, Teacher resilience, Visual methodologies, Lesotho
Series Name
Abstract
HIV and AIDS threaten to erode the wellbeing of teachers who are faced with an increasing number of children rendered vulnerable by the pandemic. This article explores the usefulness of a supportive group intervention, Resilient Educators (REds), in supporting Lesotho teachers to respond to the HIV and AIDS-related challenges. A time-series pre- and post-intervention design was used to evaluate the programme. The findings indicate that the intervention led to an increase in the sense of agency of participating teachers both on a personal and community level. The findings have international significance for teachers working in similar contexts characterised by extreme adversity.
Number of Copies
1
