Strategic Devises to Enhance Accounting Cash Journals Content Knowledge of Economic and Management Sciences Teachers

Abstract

This paper investigated the strategic devices that can be used to enhance the accounting cash journals content knowledge (ACJCK) of Grade 9 economic and management sciences (EMS) teachers. The study was qualitative, with three participants selected from one rural school in the Thabo-Mofutsanyane education district. The interviews were used to gather information regarding the strategic devices that can be used to enhance the ACJCK of EMS teachers. The data were then analysed using thematic analysis. Finally, the study revealed the following findings: create professional learning communities to enhance cash journals content knowledge and ensuring collaborative lesson planning and preparation of cash journals. The findings suggest that collaborative team teaching must be used to accommodate novice teachers, and continuous training workshops and cluster workshops should also be used to increase teachers’ level of understanding to address the inherent cash journal content knowledge misconceptions.

Teachers’ Experiences of Teaching the Financial Literacy Component to Enhance Learner Performance in Economic and Management Sciences

“…The framework revolved around the premise that teachers' experiences play a major role as they help to unravel the complexities of teaching and learning if grounded in a constructivist approach. Understanding the challenges of teachers in teaching the financial literacy component of EMS would lead to teacher development initiatives and constructivism as a learning theory and would influence the way teachers conduct their teaching in terms of their teaching methods, strategies and practices (Moloi et al, 2023;Powell & Kalina, 2009;Richardson, 2003;). In addition, through the constructivist theory, teachers gain insight into how learners acquire knowledge, thus providing a guide on the selection of appropriate teaching methodologies that construct rather than transmit knowledge (Pillay, 2014;Sparks, 1994).…”