Systematic Review Of The Impact Of Curriculum Change On The Teaching Practices Of Accounting Teachers

Abstract

The South African education system continued to transform after 1994. These changes affected the school curriculum. Accounting, as one of the Subjects offered, has been affected by the changes mentioned above.Curriculum transformations meant that teachers must also change and apply pedagogical strategies in response to the ever-changing curriculum.  This research paper focuses on the impact of curriculum changes on the teaching practices of Accounting teachers.  This was a qualitative study that followed the traditions of the interpretivism paradigm.  Google Scholar and Research Gate were the main data generation tools employed to search for relevant articles that would help in addressing the phenomenon.  This was a systematic literature review that focused on the impact brought by the changes in the curriculum.  Thematic analysis was used to analyse the reviewed literature.  After deeper analysis, key findings were developed in the form of themes. The findings showed that there was a challenge with pedagogical content knowledge of accounting teachers.  Teachers had to adapt to new teaching strategies that align with the new curriculum.  Assessment practices are needed to transform and apply assessments that respond to the demands of the new accounting curriculum. The curriculum change had implications for learners. As a result, teachers must adjust teaching approaches and utilise pedagogical approaches that enhance critical thinking.