Jabulisile C Ngwenya
Biographic Data
| ID | 330673 |
|---|---|
| NAME | Jabulisile C Ngwenya |
| GIVEN NAMES | Jabulisile C |
| FAMILY NAME | Ngwenya |
| SIGNATURE | NGWENYA J C |
| AFFILIATIONS | University of KwaZulu-Natal (Faculty of Education), School of Social Science , Private Bag X03, Ashwood, Pinetown, 3605, KwaZulu-Natal, South Africa |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Teachers' experiences of teaching Accounting in the context of curriculum changes in South Africa
Accounting as a subject is plagued by persistent changes due to shifts in the discipline of Accounting originating from the developments in the profession. This study focuses on Accounting teachers’ experiences of teaching the subject during the time of curriculum change. It adopts an interpretive qualitative case study design to get a thorough understanding of Accounting teachers’ experiences. Data was obtained through reflective journals and se…
Rural as Potential, not Pathology
This paper notes the relationship between the changing conceptions and focus of Accounting as a discipline and its influence on the revised South African school curriculum. The paper focuses on how the curricular changes influence rural teachers’ understandings of their daily practices as Accounting teachers, especially with regard to assessment and the selected pedagogy of their classrooms. The paper adopted a qualitative, interpretive inquiry u…
Rural as Potential, not Pathology
This paper notes the relationship between the changing conceptions and focus of Accounting as a discipline and its influence on the revised South African school curriculum. The paper focuses on how the curricular changes influence rural teachers’ understandings of their daily practices as Accounting teachers, especially with regard to assessment and the selected pedagogy of their classrooms. The paper adopted a qualitative, interpretive inquiry u…
Rural as Potential, not Pathology
This paper notes the relationship between the changing conceptions and focus of Accounting as a discipline and its influence on the revised South African school curriculum. The paper focuses on how the curricular changes influence rural teachers’ understandings of their daily practices as Accounting teachers, especially with regard to assessment and the selected pedagogy of their classrooms. The paper adopted a qualitative, interpretive inquiry u…
Teachers' experiences of teaching Accounting in the context of curriculum changes in South Africa
Accounting as a subject is plagued by persistent changes due to shifts in the discipline of Accounting originating from the developments in the profession. This study focuses on Accounting teachers’ experiences of teaching the subject during the time of curriculum change. It adopts an interpretive qualitative case study design to get a thorough understanding of Accounting teachers’ experiences. Data was obtained through reflective journals and se…
Accounting (2 works) · Accounting Education and Careers (2 works) · Business (2 works) · Curriculum (2 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Psychology (2 works) · Reflective Practices in Education (2 works)