| Title | Chapter 7: Improving the information technology capabilities of Accounting teachers through professional development |
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| DOI | https://doi.org/10.4102/aosis.2025.BK497.07 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/497 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Martha Matashu, Lilian I Nwosu & Calvin Mahlaule (eds.). Licensee: AOSIS (Pty) Ltd. The moral rights of the editors and authors have been asserted. |
| Publisher | AOSIS |
| Published on | 2025-09-15 |
| Long abstract | The study aims to improve the capabilities of Accounting teachers in integrating information technology (IT) into teaching and learning. Professional development (PD) is envisaged to prepare teachers in their existing positions and towards the responsibilities and tasks they should perform. The biggest problem is that when Accounting teachers are being trained, initial teacher institutions do not cover almost all the aspects of using IT in the teaching and learning of Accounting. In continuous professional development centres (CPDC), there is also a problem that trainers only focus on content at the expense of new teaching methodologies. A mixed-methods research approach, combining both quantitative and qualitative methods, was adopted. Simple random sampling and purposive sampling were employed to select the study’s respondents. Questionnaires were used to collect quantitative data, completed by 230 teachers. Interview schedules were used to collect qualitative data from 17 participants, including one centre manager, one deputy education specialist, one IT education specialist, four subject advisors and 10 principals. Simple random sampling was used to select participants for the quantitative data, and purposive sampling was used in the selection of participants for the qualitative data. Quantitative data were analysed using the IBM Statistical Package for Social Sciences (SPSS) version 23, and qualitative data were analysed thematically. The findings revealed that PD in the integration of instructional technology for Accounting teachers does not exist and that the centre is not performing its core function. It can be concluded that PD is presently ineffective in fostering the IT capabilities of teachers. The study thus recommends that even though in initial teacher education, student teachers are taught the technology of teaching and learning, technology is not static, and thus, teachers need to be regularly professionally developed. |
| Print length | 25 pages |
| Language | English (Original) |
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Takalani Elizabeth Tshiovhe is a senior lecturer in the Department of Professional and Curriculum Studies at the University of Venda, South Africa. She holds an MEd and a DEd in Curriculum Studies, both obtained from the University of Venda, South Africa. Additionally, she earned a Diploma for Secondary Teachers from Makhado College of Education, a Further Education Diploma in Economic Sciences and BEd (Hons) in Educational Leadership and Management from RAU (University of Johannesburg). She began her teaching career in 1998 and served as a departmental head for commercial subjects from 2010 to July 2014. In August 2014, she joined the University of Venda as a lecturer. She is currently the recipient of the NRF Thuthuka Grant, which she has held since 2022. Her research interests include accounting, economics, business studies and curriculum studies in the fields of economics and management sciences. She also serves as the deputy editor-in-chief of the African Journal of Education. Currently, she teaches Accounting Methodology for Year 2 in the undergraduate programme, Accounting Methodology for the one-year PGCE programme and Economic and Management Sciences for Year 3. She has had the privilege of teaching modules at Levels 5, 6, 7 and 8 of the National Qualifications Framework (NQF). In addition to her teaching responsibilities, she assesses student teachers during their teaching practice. Tshiovhe has published three journal articles, with two more currently under review by accredited journals. She has presented her work at conferences in Namibia and Swaziland and has supervised 26 BEd Honours degree candidates, six MEd candidates and one DEd candidate.
Ratau John Monobe matriculated at Vendaland Training Institute in 1972. His qualifications include a Diploma in Pedagogics, a BA from University of the North (UNIN) and a BEd (Hons) from UNIN (1988), South Africa. He completed an MEd in 1991 and a Further Diploma in Education: Educational Media in 1998 at the South African College of Education. He obtained his Doctor of Education (DEd) from Rand Afrikaans University (RAU, now part of University of Johannesburg) in 2001 and holds a Postgraduate Diploma in Management, specialising in Human Resources from NWU, Mahikeng (2004). He taught at Lwamondo Secondary School in 1976 and Tshipetane Secondary School in 1986. He then worked as a lecturer, teaching Education and Science, and served as a teaching practice coordinator. He later became the head of the Department of Teaching Science and Education at RamaanoMbulaheni Training Centre from 1987 to 1993. In 1989, he acted as Vice-Rector at the same institution for three months. Monobe was subsequently appointed as a media education lecturer in the Department of Curriculum Studies and Teacher Education in the Faculty of Education at the University of Venda. He served as a teaching practice coordinator and later became the head of the Department of Curriculum Studies. In 2003, he joined NWU as a senior lecturer. He rejoined the University of Venda in June 2009 and was promoted to Associate Professor. His competencies include leadership as Vice-Dean in the School of Education, supervision and promotion of DEd/PhD and MEd students, overseeing teaching, engagement, assessment, professional development and research (TEAPR) activities, coordinating minimum requirements for teacher education qualifications (MRTQ) across all departments and managing the School of Education. Monobe supervised 10 MEd and six DEd candidates. He has published 26 journal articles in accredited journals. He also travelled to Europe and Africa to present papers. His areas of specialisation include teaching practice, curriculum studies, media studies, research work and microteaching. He retired in 2016 but continued to conduct research as a research associate at the University of Venda.