Teachers’ experiences of teaching Accounting in the context of curriculum changes in South Africa
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Date
2021Author
Ngwenya, Jabulisile C.
Sithole, Nosihle V.
Okoli, Mercy
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Show full item recordAbstract
Accounting as a subject is plagued by persistent changes because of shifts in the discipline
originating from the developments in the profession. This study focuses on teachers’
experiences of teaching Accounting as a subject during the time of curriculum change. It
adopts an interpretive qualitative case study design to get a thorough understanding of
Accounting teachers’ experiences. Data were obtained through reflective journals and semistructured
interviews from five purposively selected Accounting teachers. The results of the
findings indicated that Accounting teachers often struggle to teach new content as learners
lacked adequate background knowledge needed to learn Accounting in succeeding grades.
The unique language of the subject, shortage of textbooks and insufficient assessment activities
in the textbooks constrained the teaching of Accounting. In addition, school management and
Accounting specialists were found wanting in terms of the support offered to teachers as well
as and providing regular advisory services to them because of insufficient knowledge of the
subject and inadequate supervision skills. The study recommended that heads of departments
should be fully trained on curriculum changes in their subjects to be able to provide guidance
and supervise teachers under their leadership. On-going support should be provided by the
subject advisors in schools to assist teachers with challenging topics and teaching strategies.
Collections
- TD: 2021 Volume 17 [42]
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