Intervention Strategies for Enhancing Accounting Teachers’ Content and Pedagogical Knowledge

A Systematic Review

Abstract

The need to enhance Accounting teachers’ content and pedagogical knowledge is critical in improving the quality of teaching Accounting in South African secondary schools. Drawing from the interpretivism paradigm, the article employed a qualitative research approach, relying on purposive sampling to review relevant literature aligned with the research objectives. Thematic data analysis was used to analyse relevant literature on intervention strategies to enhance Accounting teachers’ knowledge. The findings revealed four key strategies for enhancing Accounting teachers' knowledge: workshops that bridge theory and practice, peer mentoring programs that foster collaboration, online courses promoting flexible learning in Accounting, and digital tools such as accounting simulation software. Findings also suggest that teachers are more likely to adopt these strategies when they perceive them as practical, supportive, and aligned with their professional goals. Additionally, strategies emphasising hands-on engagement, collaborative lesson planning, and technological integration were particularly effective. This article’s contribution lies in providing actionable insights into the effective implementation of intervention strategies, helping teachers and policymakers to address barriers and improve professional development. By adopting these strategies, educational institutions can support Accounting teachers in developing innovative teaching practices that enhance student learning outcomes.