Reconceptualising Praxis Pedagogy of the Accounting Curriculum and Assessment Policy Statement in Secondary Schools
DOI:
https://doi.org/10.37134/jrpptte.vol15.2.5.2025Keywords:
Accounting, CAPS, Praxis Pedagogy, Revised Curriculum, Teaching StrategiesAbstract
The primary purpose of this paper is to reconceptualise the praxis pedagogy of the Curriculum and Assessment Policy Statement (CAPS) in accounting subjects in secondary schools. In South Africa, the Department of Basic Education (DBE) introduced a curriculum policy, CAPS, for all school subjects. This policy is a guide to teaching and learning, and assessment in schools. Teachers consult this document for pedagogical practices as it indicates the aims of education and of the subject. It is therefore important to understand the pedagogical process teachers follow in applying the theory of CAPS in practice, particularly in accounting; thus, this study was conducted. The study addressed one research question: How do accounting teachers use praxis pedagogy for CAPS curriculum in South African schools? intersection of curriculum policy, accounting pedagogy, and praxis conceptual framework was adopted with a focus on how teachers translate CAPS requirements into meaningful classroom practice. This qualitative study was located under a constructivist paradigm and phenomenological research design. Data was collected through semi-structured interviews with ten accounting teachers who were selected using a convenience sampling method. The results reported that accounting teachers' praxis pedagogy for CAPS is through employing various teaching strategies that intend to achieve CAPS and the subject aims. These include critical thinking, a learner-centred approach and a case study-based approach. Given the above results, the study concludes that accounting teachers' praxis pedagogy should be developed to provide a paradigm shift in the teaching practices, the curriculum must be amended to ensure appropriate content delivery, and advanced teaching strategies must be proposed for teachers. The study advocates an urgent revision of CAPS and a clear indication of teaching strategies for implementation through an interlinked pedagogy approach to praxis pedagogy for accounting teachers.
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