Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

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DOI:

https://doi.org/10.18820/2519593X/pie.v38i1.6

Keywords:

Accounting teachers, Asset based community development, Rural school, Teachers' experiences, Teachers' practices

Abstract

This paper explores how Accounting teachers speak of resources they draw on in the teaching of Accounting in a rural school. Semi-structured individual interviews were employed to respond to this question. 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 utilised 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 which exist within the school community.

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Published

2020-06-11

How to Cite

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. https://doi.org/10.18820/2519593X/pie.v38i1.6

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Section

Research articles