A phenomenological investigation into the lived experience of selected accounting teachers in the Western Cape Province
Bibliographic record
Abstract
This study investigates the lived experiences of selected Further Education and Training Accounting teachers residing in the Western Cape Province in South Africa.The main research question is: What are the lived experiences of selected Accounting teachers in the Western Cape province?The subsidiary research questions are: (i) How do Accounting teachers experience the circumstances (contexts) in which they teach?(ii) How did the various changes in the curriculum over the last two decade impact on their disposition towards the curriculum?(iii) How do the Accounting teachers' convictions (passion, confidence, certainty, belief) about who they are influence the way in which they experience their work?(iv) What motivates Accounting teachers to do what they do?To answer the main research questions and sub-questions accurately, I purposively selected five research participants.Three of the five participants teach at historically disadvantaged schools with a quintile index rating ranging from 1 to 2, while the other two participants teach at historically advantaged schools with the quintile index rating ranging from 4 to 5. To elicit rich descriptions of the teachers' subjective experiences, this study conducted in-depth semi-structured phenomenological interviews augmented with field notes for the data construction process.Each interview was divided into two parts.The first part of each interview captured the childhood and early adulthood experiences of the research participants.Their childhood and early adulthood experiences included where they grew up, the influential roles of their parents, their Accounting teachers and their Accounting lecturers at the institutions of higher learning where they acquired their teacher's training.The second part of each interview focused mainly on their practices as in-service Accounting teachers.The research participants' experiences as in-service Accounting teachers were captured from four perspectives.First, their challenges, fears and convictions as Accounting teachers were captured as well as the way they cope with the conditions within which they teach.Secondly, their teaching strategies were noted.Thirdly, their experiences of the changing landscape in education in South Africa over the last two decades were recorded.Finally, their drive to remain in
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.015 | 0.013 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".