Social Science Education

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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.
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.
Exploring the role of teacher learning community in accounting education in the context of rurality: a case study.
(2023) Oduro, Sylvester Elvis.; Bhengu, Thamsanqa Thulani.; Ngwenya, Jabulisile Cynthia.
This study explored the lived experiences of sixteen secondary school accounting teachers in one education district regarding the roles of teacher learning community programmes in the teaching and learning of accounting within the context of rurality. To secure equity in the segregated prodemocratic educational provision in South Africa, the post-apartheid education system has been characterised by a range of reform strategies to provide quality education which meets the demands of the 21st century and beyond. To ensure teachers’ understanding of the reform strategies and their implementation, the education system has been largely characterised by ongoing teacher learning community engagements that contribute to teacher professional learning. The study was grounded in the Community of Practice theory and the generative theory of rurality. Furthermore, a qualitative research approach supported by the interpretive paradigm was adopted in accordance with the study focus. A case study design involving both semi-structured individual telephonic interviews and a WhatsApp-based focus group discussion were used to generate data that contribute to the understanding of the lived experiences, interpretations, and the multiple meanings of the study participants. The data generated ware thematically analysed. The participants were purposefully selected through the convenience sampling. The outcome of the study revealed some important benefits of learning communities as well as contextual constraints that impact on their implementation. The benefits include accounting teachers’ mastery of the subject-matter and improved learning outcome, facilitating improvement strategies as well as nurturing teacher expertise to provide leadership in the accounting classroom. The study also established how learning communities produce creative and innovative mechanisms to facilitate the teaching and learning of accounting as well as how rural accounting teachers harness technology to enhance the effectiveness of learning communities. Given the above benefits, the study found that there was the need to revamp the implementation of learning communities for better outcome. Notwithstanding the benefits, this study also brings into focus the contextual challenges that constrain the implementation of learning communities in a rural context as well as inadequate teacher accountability that characterise the implementation of the learning community programmes. Given the findings, recommendations are made to effect the needed changes to improve the implementation of learning community programmes.

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