Abstract
This paper investigates the professional curriculum practice of economic and management sciences (EMS) teachers in teaching financial literacy. Financial literacy is the accounting part of EMS. Studies confirm that EMS, as a subject, especially the financial literacy part, deals with the logical, systematic, and accurate selection and recording of financial information and transactions, as well as the compilation, analysis, interpretation, and communication of financial statements and managerial reports for use by interested parties. The study was qualitative, with three participants selected from one rural school in the Thabo Mofutsanyane education district. In-depth interviews were used to gather information regarding the professional curriculum practice of EMS teachers and how they teach financial literacy. The data were then analyzed using the lens proposed by Laws, Harper, and Marcus (2003), which involves identifying various themes that respond to the research questions. The study revealed that there were inadequate accounting cash journal subject content knowledge, and ineffective collaboration during financial literacy lessons. The findings suggest that there should be frequent lesson observations conducted to assist EMS teachers to teach financial literacy. However, concerted efforts should be made by heads of departments and subject advisors to capacitate teachers through sharing of instructional resources, and creating space for team teaching/collaboration among teachers at the school and beyond.
Highlights
The professional curriculum practice (PCP) of economic and management sciences (EMS) was introduced into the South African curriculum in 1998, after education reform that was aimed at eradicating inequalities of the past [1]
A qualitative case study design was used for an in-depth analysis of professional curriculum practice of economic and management sciences (EMS) in teaching financial literacy [34]
The research revealed that insufficient EMS accounting cash journal subject content knowledge and ineffective collaboration in teaching cash journals hinders PCP in Grade 9 EMS subjects
Summary
The professional curriculum practice (PCP) of economic and management sciences (EMS) was introduced into the South African curriculum in 1998, after education reform that was aimed at eradicating inequalities of the past [1]. Teachers are unable to meet the high expectations of the reform process as envisaged by the new curriculum, because MS) as a subject requires that teachers teach accounting cash journal calculations subject content knowledge collaboratively [2], which is not happening. This requirement poses an enormous challenge, because teachers are used to work as individuals. The authors argue that collaboration is not integrated into school curriculum planning, and Universal Journal of Educational Research 9(5): 1104-1112, 2021 teachers are left to battle with curriculum implementation in their lessons on their own
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