Reflections By Pre-Service Economic And Management Sciences Teachers On Their Experiences Of Remote Learning In Curriculum Practice

Abstract

Curriculum reformists were caught off-guard over the past two years by the unforeseen and extreme pressure of the COVID-19 pandemic. This phenomenon threatened to engulf humans in despair. Institutions of higher learning initiated moves to remote learning, as a measure to prevent the spread of the virus while continuing to promote teaching and learning. Scholars were absorbed by grasping the importance and application of a revolution in curriculum reform. The use of remote learning in curriculum practice to improve teaching and learning is a recent initiative in the package of curriculum and pedagogical reforms in South Africa. The aim of this paper is to reflect on adaptive experiences of pre-service economic and management sciences teachers, their ability to adapt curriculum practice to remote learning of this specific curriculum, and pedagogical reform of the use of remote learning in schools. An architecture theory, which draws on the famous quotation of Adolf Loos's parable about “the poor rich man” and whether they really understand the lesson, was used as the main lens for the study. An interpretative phenomenological analysis approach, as a form of critical education science, was employed to generate data. The basic purpose and essence of the IPA approach in a qualitative research study is to examine the life experiences of the research participants and to allow them to narrate the research findings through their lived experiences and critical reflections, thereby deliberately embracing diversity as characterised by the unequal context of South African education. Phenomenological analysis was used to arrive at the following findings. First, higher learning institutions are obligated to create practical learning experiences for pre-service teachers. Second, the phenomenon that resulted in the necessity to embrace remote learning impacted participants academically, socially and psychologically. The paper concludes with the recommendation that the prefigured remote learning for professional teaching practice should be reconfigured.