Enhancing grade 11 accounting teachers’ pedagogical content knowledge for effective teaching and learning

Abstract

This research assessed Grade 11 FET accounting teachers’ content and pedagogical content knowledge in South Africa. Although many teachers have teaching qualifications, learners’ performance challenges have been identified and attributed to low levels of accounting content and pedagogical knowledge. Inadequate teaching methodologies compound these issues due to frequent curriculum changes. The study utilised the Critical Emancipatory Research (CER) Framework, which seeks to address power imbalances in South Africa's educational system to foster transformative educational practices. Inadequate teaching methodologies compound these issues due to frequent curriculum changes. Using the Participatory Action Research (PAR) Framework, the study empowered a group of teachers, learners, school administrators, and content experts to identify and devise pedagogical improvements. Data generation included participatory workshops, focus group discussions on both in-person and digital platforms, such as WhatsApp, and collaborative lesson planning. Data were analysed using Critical Discourse Analysis (CDA) to examine the teachers' thoughts and interactions. The research results indicated the following challenges to effective accounting teaching: a lack of collaborative teaching, inadequate lesson preparation, unsatisfactory lesson planning, and limited opportunities for continuous professional development. Improvement strategies were derived from a singular approach integrating Lesson Study, SWOT analysis, and Professional Learning Community modelling and were defined from collaborative models of instructor development. Results demonstrated that collaboration, having a shared professional vision, and engaged stakeholders are essential for changing teaching practices. Still, systemic challenges, such as issues with change, curriculum overload, and Institutional Support Weaknesses, continue to stall teachers' development. The study resulted in the development of a contextualised professional framework for working teachers, with democratic agency, to pursue social justice in the teaching of accounting. The framework offers important lessons for the professionalisation of teaching and curriculum development, and for equity in education, in post-apartheid South Africa and other similar developing countries.