Continuing professional development of accounting teachers in Nigeria: Implications for democratic citizenship education

dc.contributor.advisorDavids, Nuraanen_ZA
dc.contributor.authorAyoola, Ruth Oluwafunkeen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studiesen_ZA
dc.descriptionThesis (MEd)--Stellenbosch University, 2017en_ZA
dc.description.abstractENGLISH ABSTRACT : This thesis provides a thoughtful insight into continuing professional development of Accounting teachers in Nigeria and its implication for the development of democratic citizens. The explicit aim of this study was to understand the policy provision for continuing professional development training of Accounting teachers, and the extent to which teachers’ participation in the continuing professional development programmes have the potential to develop democratic citizens in the classrooms. The conceptual theories of Benhabib, Gutmann and Thompson on deliberative democracy were used in the present study to support the argument for the inclusion of democratic citizenship education in teachers’ continuing professional development programmes. The theoretical section draws upon literature on the concept of education policy, analysis of the Professional Standards of Nigerian Teachers (2010) document with a focus on teachers’ continuing professional development, and a situation analysis of teachers’ continuing professional development in Nigeria. The data for this research were constructed through document analysis, observations and semi-structured interviews. Data analysis, interpretation and discussions were guided by using a qualitative research design and an interpretive paradigm that values the subjective understanding of the teachers. Data revealed that what is contained in the Professional Standards of Nigerian Teachers (2010) document about the provision and implementation of teachers continuing professional development is actually a sharp contrast to what the teachers’ experience. More so, the teachers’ responses indicated their lack of awareness of the Professional Standards of Nigerian Teachers (2010) document. Consequently, it was found that teachers’ exclusion, lack of democratic engagement and deliberation in the planning and implementation of their continuing professional development programmes have an influence on how teachers teach and inculcate democratic values in the classrooms. Hence, some of the participating teachers concluded that democratic citizenship is not achievable in the classroom. These teachers made limited effort to cultivate a classroom of respect, inclusion, active participation and democratic deliberation, which poses serious implications for democratic citizenship education. The study submits that the school is one of the most important sites to cultivate democratic citizenship. However, enabling teachers to exercise democratic values through their continuing professional development programmes will make it less difficult for teachers to develop active citizens with critical thinking skills and who can engage in democratic deliberation towards demanding for accountability from fellow citizens and make positive contributions to the society.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming geskikbaar nieen_ZA
dc.format.extentxiv, 119 pages : colour illustrationsen_ZA
dc.publisherStellenbosch : Stellenbosch Universityaf_ZA
dc.subjectEducation policy -- Nigeriaen_ZA
dc.subjectAccounting teachers -- Nigeriaen_ZA
dc.subjectCitizenship -- Study and teaching -- Nigeriaen_ZA
dc.subjectCareer development -- Nigeriaen_ZA
dc.subjectEducation and state -- Nigeriaen_ZA
dc.titleContinuing professional development of accounting teachers in Nigeria: Implications for democratic citizenship educationen_ZA
dc.rights.holderStellenbosch Universityen_ZA

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