Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Ngwenya, Jabulisile

doi:10.18820/2519593x/pie.v38i1.6

Cited by 3 publications

(7 citation statements)

References 15 publications

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“…This research was qualitative and located within the constructivist paradigm, based on the premise that human beings create multiple meanings in their worlds, which are constructed as a result of interaction with others [21]. A qualitative case study design was used for an in-depth analysis of professional curriculum practice of economic and management sciences (EMS) in teaching financial literacy [34].…”

Section: Methodsmentioning

confidence: 99%

“…Video recordings were used to collect data EMS, especially financial literacy lessons. The advantage of using video to capture lessons [21] enabled us to gain rich information and a wide-ranging picture of what transpired in financial literacy lessons [35]. Video recording allowed for a repeated observation of the same lesson and analysis of lessons in much greater depth than would have been possible with other techniques.…”

Section: Methodsmentioning

confidence: 99%

“…Several studies established that initial teacher education programs do not adequately prepare pre-service teachers with pedagogical and content knowledge [20,21,22]. Teachers with limited subject content knowledge are linked to poor quality education and learner achievement [23].…”

Section: Inadequate Content Knowledge Of the Financial Literacy In Emsmentioning

confidence: 99%

“…This impact is evident in the literature on collaboration among EMS teachers, which reports that, if teachers are not confident and sufficiently equipped to teach the accounting sections, they will not succeed in making learners excited about accounting [16]. Furthermore, insufficient content knowledge evidence of the subject EMS requires teachers to work collaboratively during financial literacy lessons; however, the collaboration presents an enormous challenge, because teachers are used to work as individuals [21]. These drawbacks led us to respond to this research question: What are the challenges hindering the professional curriculum practice of economic and management science teachers in teaching financial literacy.…”

Section: Problem Statementmentioning

confidence: 99%

See 3 more Smart Citations

Professional Curriculum Practice of Economic and Management Sciences Teachers: A Case of Financial Literacy Teaching

Moloi¹,

Molise²

2021

ujer

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This paper investigates the professional curriculum practice of economic and management sciences (EMS) teachers in teaching financial literacy. Financial literacy is the accounting part of EMS. Studies confirm that EMS, as a subject, especially the financial literacy part, deals with the logical, systematic, and accurate selection and recording of financial information and transactions, as well as the compilation, analysis, interpretation, and communication of financial statements and managerial reports for use by interested parties. The study was qualitative, with three participants selected from one rural school in the Thabo Mofutsanyane education district. In-depth interviews were used to gather information regarding the professional curriculum practice of EMS teachers and how they teach financial literacy. The data were then analyzed using the lens proposed by Laws, Harper, and Marcus (2003), which involves identifying various themes that respond to the research questions. The study revealed that there were inadequate accounting cash journal subject content knowledge, and ineffective collaboration during financial literacy lessons. The findings suggest that there should be frequent lesson observations conducted to assist EMS teachers to teach financial literacy. However, concerted efforts should be made by heads of departments and subject advisors to capacitate teachers through sharing of instructional resources, and creating space for team teaching/collaboration among teachers at the school and beyond.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Inadequate Content Knowledge Of the Financial Literacy In Emsmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

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Professional Curriculum Practice of Economic and Management Sciences Teachers: A Case of Financial Literacy Teaching

Moloi¹,

Molise²

2021

ujer

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“…The South Africa, the minimum qualification for a teacher is a Bachelor's degree. However, most teachers at rural schools lack relevant qualifications to teach EMS, and they teach EMS because of their teaching experience in subjects such as economics and business studies (Ngwenya, 2020). Thus, EMS teachers struggle to teach FL, because schools do not consider teachers' qualifications and subject specializations when subject allocations are done (Modise & Letlhoenyo, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Relationships between Experience, Qualification and Subject Specialization and Content Knowledge Mastery of Economic and Management Sciences Teachers: A Case of Accounting Teaching

Molise

2021

IJLTER

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This paper investigates the relationship between teaching experience, qualification, and subject specialization on the content mastery of teachers of financial literacy to Grade 9 learners. The sample consisted of 89 Grade 9 teachers of financial literacy in the Thabo Mofutsanyana education district of South Africa. Data was collected using a questionnaire that elicited biographical data and required teachers of financial literacy to answer questions on a variety of accounting topics, to diagnose the effect of teaching experience, qualification, and subject specialization on the content knowledge mastery of the teachers. The data revealed three distinct themes, namely, solving the accounting equation, understanding accounting concepts, and the connection between topics and application of accounting principles. The items of the questionnaire were clustered into three constructs: accounting equation, accounting concepts, and accounting principles and subsidiary journals. The results show that having experience of teaching the subject, having relevant qualifications, and having a minor or major subject specialization in financial literacy enhances teachers’ content knowledge and competence. This result suggests that teachers of financial literacy should have a minimum of three years of teaching experience before they teach senior classes, possess a relevant diploma or degree, and have had accounting as a subject until at least the second to the third year of their studies. In general, teachers should not be expected to teach subjects they did not specialize in, and their level of experience should be a determining factor in workload/subject allocation for teachers, especially for accounting (also known as financial literacy).

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Collaborative teaching strategies used to enhance learning of accounting concepts

Ndovela,

Hlongwane,

Ngwenya

2023

IJRBS

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Collaborative teaching strategies that teachers use to enhance learning of accounting concepts were explored in schools located in the Pinetown education district in South Africa. The study employed a qualitative case study within the interpretivist paradigm. A purposive sample of five Grade 10 Accounting teachers from five secondary schools was selected to participate in the study. Individual semi-structured interviews and focus group interviews were used to generate data that was analyzed through thematic analysis. The study found that accounting teachers emphasize the necessity of using diverse collaborative strategies to teach accounting concepts. A questioning approach to the teaching of accounting was used to ascertain learners’ experiences and prior knowledge. Infusing technology and group discussions were utilized to encourage learner involvement and participation in the teaching of accounting concepts. The study emphasizes the need for accounting teachers to strengthen learners’ understanding of concepts in Grade 10 by actively engaging them during the process of teaching and learning.

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Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Cited by 3 publications

References 15 publications

Professional Curriculum Practice of Economic and Management Sciences Teachers: A Case of Financial Literacy Teaching

Professional Curriculum Practice of Economic and Management Sciences Teachers: A Case of Financial Literacy Teaching

The Relationships between Experience, Qualification and Subject Specialization and Content Knowledge Mastery of Economic and Management Sciences Teachers: A Case of Accounting Teaching

Collaborative teaching strategies used to enhance learning of accounting concepts

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