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

Mapuya Medson

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. 

https://doi.org/10.26803/ijlter.20.1.6


Keywords


constructivist learning experiences; curriculum implementation; student teachers

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References


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