First-Year Accounting Student Teachers’ Constructivist Learning Experiences, The Lecturer’s Role and Implications for Curriculum Implementation

Abstract

The purpose of this study was to explore the constructivist learning experiences of first-year accounting student teachers and the implications these learning experiences have for curriculum implementation. The study employed a phenomenological research design and followed a qualitative research approach in which data were collected using focus group interviews. Content analysis and qualitative coding were used to analyse the qualitative data generated by the focus group interviews. Premised on the findings, the study recommends that as key stakeholders involved in curriculum implementation, lecturers should engage empathically with students on issues regarding pedagogy and subject didactics. Of central importance to the recommendations made in this study is that key questions regarding teaching and learning activities should be informed by the dynamic learning needs of students. It therefore follows that lecturers ought to adopt a more student-participative, collaborative and consultative approach towards curriculum implementation and obtain regular feedback from students about their learning experiences.

Multiple Means of Engagement Strategies for Maximising the Learning of Mathematics in Pandemic-regulated Classrooms

“…The MME approach in mathematics was also found to be useful in terms of developing purposeful and motivated learners. One of the greatest lessons the study provided is that teachers are "a crucial part of curriculum implementation" and therefore they cannot detach themselves from the learning experiences of learners (Mapuya, 2021). Hence they have to strive to monitor, assess and engage learners even when learners are not in class due to Covid pandemic.…”

Teaching Approaches Compatible with First-Year Accounting Student Teachers’ Learning Styles: Theoretical and Phenomenological Perspectives

“…In the same vein, Mapuya (2021), Masondo andFengu (2019, andRaborife (2017) concur that the academic performance of students in accounting is not an exception from this phenomenon. As such, the misalignment between the lecturer's preferred teaching approaches and the students' preferred learning styles has emerged as one of the underlying reasons for the failure of students (Ali & Chan 2017; Bosman & Schulze, 2018;Du Toit, 2018;Herná ndez-Torrano, Killen, 2016;Mapuya, 2018).…”

“…Despite studies which suggest that the absolute use of the lecturer-centred teaching approach is not relevant to accounting students and accounting education in particular, (Wilmot et al, 2015), recent empirical evidence seem to indicate that accounting has been predominantly taught using lecturer-centred approaches (Sartorius & Sartorius, 2013;Mapuya, 2020Mapuya, & 2021Wilmot et al, 2015). These approaches have proved to be less effective in both creating an academically supportive learning environment and in stimulating active student participation which is a prerequisite for success in accounting.…”

“…Although lecturers have been gravitating towards the framework of learning styles because it resonates well with teaching experience, this shift has not necessarily benefited students academically in terms of lesson delivery. Notwithstanding research evidence on pedagogy and subject didactics which is very conclusive that effective and meaningful student learning can only be achieved through student-centred teaching approaches (Bosman & Schulze, 2018;Davids &Waghid, 2020;Killen, 2016;Maddock & Maroun, 2018;Mapuya, 2021). However, despite the availability of this scientific evidence, recent studies by Davids andWaghid (2020), Du Toit (2018), and Mapuya (2021) have found limited application of such pedagogical practices in higher education, thereby leading to a high failure rate among students.…”

“…Notwithstanding research evidence on pedagogy and subject didactics which is very conclusive that effective and meaningful student learning can only be achieved through student-centred teaching approaches (Bosman & Schulze, 2018;Davids &Waghid, 2020;Killen, 2016;Maddock & Maroun, 2018;Mapuya, 2021). However, despite the availability of this scientific evidence, recent studies by Davids andWaghid (2020), Du Toit (2018), and Mapuya (2021) have found limited application of such pedagogical practices in higher education, thereby leading to a high failure rate among students. To this end, a host of explanations have been advanced to illuminate this problem (Maddock & Maroun, 2018;Oosthuizen & Cassim, 2016;Singh, 2015).…”