Chronicling teacher’s experiences in the teaching of economics in the Covid-19 era

Abstract

Worldwide the emergence of Covid-19 brought about shock and many challenges in the education system. During the lockdown, schools were closed and that reduced contact time. Hence, almost 75 percent of a full school year of the curriculum was not covered. Approximately 400. 000 to 500. 000 learners dropped out of school and to date, the total number of drop-outs grown to 750.000 in South African schools. The study explored the teachers’ experiences in the teaching of Economics during the COVID-19pandemic. Underpinned by an interpretive paradigm, the study adopted a qualitative research approach and used a case study design. The samples comprised four township secondary schools in KwaZulu Natal (Durban). Using purposive sampling, two Economics teachers were sampled. Two instruments (semi-structured interviews and document review) were used as data collection tools. The findings revealed that Economics teachers experienced problems when teaching the subject during the pandemic. They have found it challenging to adapt to the new teaching methods like using technological tools. The lack of resources and Economics instructional materials exacerbated teachers’ difficulties. The findings revealed that poor attendance for teachers and learners was extraordinary. Notably, due to fears of being sick and infected, stigmatization within the schools prevailed, resulting in bad working relations. From the findings, the study recommends new teaching approaches to stabilize and restructure the curriculum and the retainment of some of the COVID-19regulations to ensure the effective teaching and learning of Economics.