Assets teachers identify for the teaching of accounting education in a rural secondary school in KwaZulu-Natal
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Date
2020
Authors
Ngwenya, J. C.
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
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.
Description
Keywords
Accounting teachers, Asset-based community development, Rural school, Teachers' experiences, Teachers' practices
Citation
Ngwenya, J. C. (2020). Assets teachers identify for the teaching of accounting education in a rural secondary school in KwaZulu-Natal. Perspectives in Education, 38(1), 72-87. http://dx.doi.org/10.18820/2519593X/pie.v38i1.6