Exploring challenges in content knowledge and pedagogical content knowledge among Accounting teachers in the Lejweleputswa district | ||
| Beni-Suef University International Journal of Humanities and Social Sciences | ||
| Volume 6, Issue 2, December 2024, Pages 55-81 PDF (534.33 K) | ||
| Document Type: Research from theses | ||
| DOI: 10.21608/buijhs.2024.288547.1137 | ||
| Authors | ||
| Matsolo Mokhampanyane* 1; Mahlape Vanneer2 | ||
| 1Central University of Technology | ||
| 2Department of Language and Social Sciences Education, Central University of Technology, Free State | ||
| Abstract | ||
| In this research paper, we discuss the challenges that lead to a lack of CK and PCK among Accounting teachers in the Lejweleputswa district. Some Accounting teachers struggle to effectively integrate complex Accounting concepts into their teaching methods. This results in suboptimal learner comprehension, poor engagement and eventually poor performance in the subject. The study is guided by Critical Emancipatory Research (CER) which aims to empower participants to solve their problems and provide the conditions for the successful implementation of the solution. The study adopts a Participatory Action Research Approach which calls for a meeting to assemble a team with the necessary experience and interest in Accounting education. The study's findings reveal that several secondary school teachers have academic degrees but lack professional qualifications, pedagogical content knowledge and content knowledge. Some lack the necessary experience, skills, and relevant training to teach Accounting. Therefore, in light of the findings, the study recommends a course that teachers can complete which deals with content specifics and different pedagogies in addressing various topics of Accounting. | ||
| Keywords | ||
| Pedagogical content knowledge; content knowledge; Accounting education; Accounting teachers | ||
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