Exploring challenges in content knowledge and pedagogical content knowledge among Accounting teachers in the Lejweleputswa district

Document Type : Research from theses

Authors

1 Central University of Technology

2 Department 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.

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Beni-Suef University International Journal of Humanities and Social Sciences
Volume 6, Issue 2
December 2024
Pages 55-81

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