PiE 2020 Volume 38 Issue 1

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http://hdl.handle.net/11660/11290

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Browsing PiE 2020 Volume 38 Issue 1 by Subject "Accounting teachers"

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    Accounting teachers' readiness for e-learning in the Fourth Industrial Revolution: a case of selected high schools in the Eastern Cape, South Africa
    (University of the Free State, 2020) Skhephe, Melikhaya; Caga, Ntombekhaya Princess; Boadzo, Robert Mauli Kwasi
    This study sought to explore Accounting teachers’ readiness to implement e-learning in their classrooms during the Fourth Industrial Revolution, specifically in schools in the Eastern Cape province of South Africa. To this end, the authors employed a qualitative approach and a case study research design. Interviews and observation were used to gather data from Accounting teachers with sampling consisting of six educators being purposively and conveniently selected. The findings revealed that Accounting classrooms are not designed in a way that supports e-learning. Another finding was that Accounting teachers do not understand e-learning or the benefit associated with an e-learning classroom. The recommendation made here is that information and communication technology officials at the district level should establish educational platforms at the cluster level to service teachers, advising them on how to use helpful technologies in practice. The Department of Basic Education needs to establish relationships with local universities so that the universities’ specialists might assist teachers in implementing e-learning in practice.
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    Assets teachers identify for the teaching of accounting education in a rural secondary school in KwaZulu-Natal
    (University of the Free State, 2020) Ngwenya, J. C.
    This paper explores the resources Accounting teachers draw on and how they use the identified resources in the teaching of Accounting in a rural school. The study adopted an interpretive qualitative case study and employed semi-structured individual interviews to collect data from the Accounting teachers. Thematic analysis revealed that Accounting teachers used capacities, skills and resources from the school, neighbouring schools and wider community outside the school to improve their teaching practices. Despite the continuous curriculum changes, the nature of the discipline of Accounting and the school’s context, Accounting teachers were able to identify and utilise assets at different levels, starting from the talents and capacities of learners. The paper concludes that instead of using the deficits as a starting point in development of Accounting teachers, development must build upon the capacities and strengths that exist within the school community.