Trained to Teach? Teaching Competence and Classroom Practice among Business Studies Educators in Capricorn South District

Abstract

This qualitative multiple case study explored the pedagogical training of Business Studies educators within the Capricorn South District, Limpopo Province, and examined how this educational training was translated into classroom settings across urban (private), semi-urban, and rural   contexts. Informed by Bandura's Teacher Self-Efficacy Theory, data were collected through non-participant classroom observations and semi-structured interviews with six Business Studies educators from three secondary schools. Within this small sample, findings indicated a gap between educators' self-reported pedagogical knowledge and their observed classroom performance. Two observed lessons included learner-centered components that educators did not describe. Despite educators demonstrating awareness of CAPS-aligned, learner-centred methodologies, they reported that implementation was hindered by overcrowded classrooms, inadequate subject-specific professional training, limited digital resources, and linguistic barriers. Reported mastery and mentorship aligned with confident utilization of specific methodologies throughout teaching segments, but not with continuous learner-centered engagements. The findings furthermore suggest that professional development, contextual resources and educator self-efficacy may function as interdependent elements influencing curriculum implementation. A case-based interpretation that may need to be tested in larger studies. The study therefore recommends a transition from once-off, compliance-focused workshops towards sustained, practice-based professional development that includes peer-mentorship, coaching and guided classroom practice, as well as differentiated, context-sensitive resources for underfunded schools. Improving these interrelated areas is crucial for bridging the gap between CAPS objectives and classroom realities as well as advancing Business Studies teaching and learning in varied South African environments.

Keywords: {'name': 'Business Studies, Curriculum Implementation, Classroom Practice, Educators, Pedagogical Content Knowledge, Professional Development.'}

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Lesiba Lesley Motseta
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