Repository logo

Masters Degrees (Social Science Education)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7162

Browse

Browsing Masters Degrees (Social Science Education) by Subject "Accounting teachers."

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Exploring pre-service teachers’ experiences of teaching accounting in a rural context during teaching practice from one higher education Institution in Kwazulu-Natal.
    (2020) Mdluli, Khulelaphi Silindile.; Ngwenya, Jabulisile Cynthia.
    Rural schools tend to be a stressful environment for the pre-service teachers when they conduct their initial teaching practice. Although research has shown that studies conducted in rural communities should not be approached from a deficiency viewpoint as there are also many positive developments happening in some rural communities but the residues of inequalities that were inherited from the past education system persist and remain a challenge. As a result, pre-service teachers within rural schools may lack a direction in terms of how to go about teaching practice due to many challenges that they may encounter. Hence the study seeks to explore pre-service teachers’ experiences of teaching Accounting during teaching practice in a rural context in one university located in KwaZulu-Natal. The main purpose of this study was to explore pre-service teachers’ experiences of teaching Accounting during teaching practice in a rural context. In this study, the main objectives outlined are: (a) explore pre-service teachers’ experiences of teaching Accounting during teaching practice in a rural context and (b) To identify the significance of teaching practice to pre-service teachers towards the teaching profession. This study employed an interpretivist paradigm and qualitative approach to have in-depth information about pre-service teachers’ experiences. Furthermore, the researcher purposively sampled thirteen pre-service teachers from one university located in KwaZulu-Natal who are currently studying third and fourth year towards Bachelor of Education degree having an experience of teaching Accounting during teaching practice in rural schools. One-on-one interviews and focus group interviews were conducted with the pre-service teachers telephonically due to lockdown restrictions. All interviews were audio-taped. Later, the researcher analysed the data by listening to the audiotaped interviews and developed them into themes. The findings revealed that teaching practice plays significant roles by enhancing pedagogical skills, bridging the gap between theory and practice and exposure to different teaching strategies. However, the effectiveness of teaching practice is challenged by a lot of obstacles. Large class size, absenteeism amongst learners, lack of motivation amongst learners, scarcity of teaching resources, lack of support from the school and mentor, insufficient monitoring of progress by university tutors, language as a barrier in teaching and learning in Accounting, poor infrastructure and facilities, Information and Communication Technology (ICT) access in rural schools were some of the challenges discussed by pre-service teachers during interviewing sessions. All these challenges impacted negatively on teaching practice and Accounting lesson delivery to learners.
  • Thumbnail Image
    Item
    Exploring teachers’ experiences of teaching Accounting in rural schools: a case of novice teachers in Zululand district.
    (2021) Ncama, Solumuzi Pressure.; Ngwenya, Jabulisile Cynthia.
    The public education sector in South Africa has experienced drastic changes. This includes curriculum changes and a shortage of both physical and human resources in most parts of our country. The implementation of the curriculum has been affected by various issues in both the urban and rural teaching context. Therefore, this study focuses on newly appointed Accounting teachers’ experiences of teaching the Accounting curriculum in the rural context. The main purpose of this study was to explore Accounting novice teachers’ experiences of teaching the Accounting curriculum in three rural secondary schools in the Zululand district. This study employed the interpretive paradigm and a qualitative approach to obtain in-depth information about novice teachers’ experiences. Purposive sampling was adopted in five Accounting novice teachers in Nongoma circuit currently teaching the Accounting Further Education and Training (FET) phase, who had less than five years of teaching experience. Semi-structured and focus group interviews were conducted with the teachers in their schools and all sessions were audio-taped. Thematical analysis was used to analyse the generated data, and themes were developed. The findings revealed that Accounting novice teachers experienced various challenges linked to the implementation of the Accounting curriculum and the development of Accounting pre-service teachers. On one hand, the teachers reported problems such as inadequate teaching and learning resources, a lack of parental support, stereotypical views of Accounting, contextual limitations on assessment and teaching, learners’ lack of adequate foundational knowledge, and language barriers in the Accounting classroom. These problems were linked to challenges deterring implementation of the curriculum as planned. Inadequate preparation of Accounting pre-service teachers, a lack of proper induction, lack of support and mentoring, and professional isolation were issues revealed by novice teachers. This study therefore made some recommendations based on the findings. Novice teachers as innovative commerce teachers must work together with their schools to approach local businesses and relevant stakeholders for any possible support in respect of inadequate teaching and learning resources. Due to a shortage of human resources, the financial literacy in grades 8 and 9 in the Economics and Management 7 Sciences (EMS) subject must be taught by Accounting specialists to ensure that the Accounting part is well implemented. The Department of Education (DoE) must develop continuous programmes directed to novice teachers’ development in the profession to increase the retention rate of teachers in a rural context. Also, principals in rural schools must be well trained and monitored whether they implement teacher developmental programmes in their schools.