Exploring the teaching of Grade 10 accounting in Thabo Mofutsanyana district
| dc.contributor.advisor | Sekwena, G. L. | en_ZA |
| dc.contributor.advisor | Motsoeneng, T. J. | en_ZA |
| dc.contributor.author | Sebusi, Mmabatho Boitumelo | en_ZA |
| dc.date.accessioned | 2024-06-19T13:59:11Z | |
| dc.date.available | 2024-06-19T13:59:11Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Ed.(Curriculum Studies))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | The literature revealed significant challenges affecting numerous teachers in the Thabo Mofutsanyana district, such as a lack of pedagogical content knowledge, changes in Curriculum and assessment policy statements, the predominant use of teacher-centred methods, shortage of textbooks in schools and teachers' lack of professional development. A qualitative research approach was used along with the interpretivist paradigm to underpin this study. Semi-structured individual interviews were used as an instrument for collecting data. They were used to explore the views of five Accounting teachers who were purposively sampled in three schools. The study's conceptual framework is from Shulman's (1986) theory on teachers' knowledge. Pedagogical Content Knowledge (PCK) is one of the most essential components of teachers' knowledge. This means teachers must have content knowledge and knowledge used for delivering content. Furthermore, teaching needs more than just being able to deliver subject content knowledge to learners. It is more to ensure effective learning, and learners absorb more for later accurate repetition. The study focuses on exploring the teaching of Grade 10 teachers in Thabo Mofutsanyana district. The data generated was analysed thematically. The study's findings revealed that teachers have sufficient pedagogical content knowledge but still use the predominant teaching method when teaching Accounting, which led to poor learner performance in Accounting and enrolment. The researcher concludes that teaching Grade 10 Accounting requires teachers to use teaching methods promoting participation and active learning in class. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12631 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Accounting | en_ZA |
| dc.subject | pedagogical content knowledge | en_ZA |
| dc.subject | Interpretivist | en_ZA |
| dc.title | Exploring the teaching of Grade 10 accounting in Thabo Mofutsanyana district | en_ZA |
| dc.type | Dissertation |