Pedagogical Challenges Besetting Business Studies Teachers in Secondary Schools: A Botswana Perspective

Sithole, Burman Musa; Lumadi, Mutendwahothe Walter

doi:10.1080/09718923.2012.11893053

Cited by 8 publications

(9 citation statements)

References 9 publications

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“…This involves some knowledge about learners and their characteristics (conceptions, preconceptions, misconceptions, and learning difficulties). For learner and other contexts, educators require knowledge regarding opinions, interpretations, or attitudes learners carry to the teaching space from their personal background knowledge prior to learning about certain concepts (Gess-Newsome et al, 2019;Sithole & Lumadi, 2012). This knowledge is usually not imparted throughout educator training programs.…”

Section: Educators' Pck and Knowledge Of Learners' Misconceptionsmentioning

confidence: 99%

Economic and Management Sciences as the Ground Rule for Grades 10 to 12 Accounting Learners in South Africa

Jonda¹,

Modise

2022

IJLTER

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The purpose of this study was to explore economic and management sciences (EMS) as ground rule for Grades 10 to 12 accounting learners in South Africa. The objective of introducing EMS in schools was to equip learners with basic real-life skills in accounting, economics, and business. This requires educators who are highly skilled and well vested with the content of EMS to impart knowledge to learners. However, research has shown continuous challenges in accounting, as it is regarded as a difficult subject due to a high failure rate. Data were obtained through semi-structured interviews from six EMS educators who were purposively sampled. The results revealed that EMS educators are qualified for either one or two EMS disciplines, resulting in EMS being taught by unqualified educators with inadequate content knowledge (CK) due to the scarcity of qualified educators. The study revealed a continuous neglection of accounting content, as EMS educators focus more on economics and business studies. The study also revealed that the time allocated to teach EMS is insufficient and that accounting should not be merged with other subjects as it requires more time. We recommend that the way in which EMS educators are trained should be reviewed. In addition, we suggest that a special program should be designed to fully equip EMS educators in all three areas to ensure the availability of qualified EMS educators. We further recommend that the Department of Education should review time allocation for EMS.

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Section: Educators' Pck and Knowledge Of Learners' Misconceptionsmentioning

confidence: 99%

Economic and Management Sciences as the Ground Rule for Grades 10 to 12 Accounting Learners in South Africa

Jonda¹,

Modise

2022

IJLTER

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“…For example, Cárcamo-Solís et al (2017) explained that it could be developed at the elementary level by playing entrepreneurial games among kids. Similarly, at the secondary level, Sithole and Lumadi (2012) explored that mini enterprises directed by the students enhanced students' entrepreneurial skills. In terms of the tertiary level, Belz and Binder (2017) presented a six-phase convergent process framework that would make sustainable entrepreneurship.…”

Section: Review Of the Literaturementioning

confidence: 99%

Attitude towards entrepreneurship development courses of MOOCs

Ahmed

Sultana

Jayanti

et al. 2021

AAOUJ

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PurposeThe purpose of the study was to explore the attitude of faculty members and students of two open universities – Bangladesh Open University (BOU) and Universitas Terbuka (UT) (Open University of Indonesia) towards entrepreneurship development courses of massive open online courses (MOOCs).Design/methodology/approachThe mixed-method research design was employed for this study. A self-structured survey questionnaire and focus group discussions (FGDs) were used to collect quantitative and qualitative data. A total of 66 faculty members and 149 tertiary level students of BOU and UT were selected as respondents. These respondents were selected using purposive sampling techniques. Data were analysed using quantitative and qualitative data analysis techniques.FindingsThe findings revealed that both universities' faculty members and students possessed a positive attitude towards entrepreneurship development courses of MOOCs (EDCM). However, this positive attitude of both groups was significantly different.Originality/valueThe policy recommendations could provide a strategic approach to developing various types of courses within the MOOC, which are attractive as a means of developing entrepreneurship in Bangladesh and Indonesia. It also aggressively promotes EDCM for the academic community in particular and society, in general, to elaborate on their entrepreneurial spirit. Nevertheless, before introducing MOOCs, an empirical study regarding MOOCs readiness is essential for both universities.

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“…For this study, Ottewill (2003) defines student diversity by looking at several characteristics, such as differences between students in terms of the following: their backgrounds and attitudes towards learning; ability in terms of fundamental skills such as numeracy and literacy; and their baseline knowledge of business practices and current affairs. Moreover, employing different methodologies, resources and methods of instruction to cater to these diverse students in one classroom is one of the challenges experienced by Business Studies teachers in Botswana (Sithole & Lumadi, 2012). In addition, students who grasp the content quickly might get frustrated easily and hold back if mixed with students who are slower to grasp the content (Sithole & Lumadi, 2012), which requires the teacher's flexibility to organise the lesson in ways that accommodate diverse learners.…”

Section: Classroom Diversitymentioning

confidence: 99%

“…Moreover, employing different methodologies, resources and methods of instruction to cater to these diverse students in one classroom is one of the challenges experienced by Business Studies teachers in Botswana (Sithole & Lumadi, 2012). In addition, students who grasp the content quickly might get frustrated easily and hold back if mixed with students who are slower to grasp the content (Sithole & Lumadi, 2012), which requires the teacher's flexibility to organise the lesson in ways that accommodate diverse learners. This burden rests heavily on the teacher attempting to create a teaching environment that will benefit students with different abilities.…”

Section: Classroom Diversitymentioning

confidence: 99%

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Pedagogical Challenges in the Teaching of N-Level 4 Economics

Nkwadipo

Rabaza

2021

IJLTER

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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.

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Pedagogical Challenges Besetting Business Studies Teachers in Secondary Schools: A Botswana Perspective

Cited by 8 publications

References 9 publications

Economic and Management Sciences as the Ground Rule for Grades 10 to 12 Accounting Learners in South Africa

Economic and Management Sciences as the Ground Rule for Grades 10 to 12 Accounting Learners in South Africa

Attitude towards entrepreneurship development courses of MOOCs

Pedagogical Challenges in the Teaching of N-Level 4 Economics

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