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Faculty’s conceptions of teaching introductory economics in higher education: A phenomenographic study in a South African context

Artikel i vetenskaplig tidskrift
Författare Emmanuel Ojo
Shirley Booth
Laurie Woollacott
Publicerad i International Review of Economics Education
Volym 30
ISSN 1477-3880
Publiceringsår 2019
Publicerad vid
Språk en
Länkar https://doi.org/10.1016/j.iree.2018...
Ämnesord economics education, teaching, learning, phenomenography, higher education, South Africa
Ämneskategorier

Sammanfattning

In view of the on-going global debate about the economics curriculum and its teaching, this paper explores how the faculty responsible for teaching introductory economics at a South African university understand learning and teaching of their subject. We have adopted a qualitative research approach, phenomenography, to complement what we already know from mainstream literature on undergraduate economics education, predominantly published by academic economists using a quantitative methodology. After a phenomenographic analysis of interview data with lecturers and tutors, six conceptions of teaching introductory economics (Economics 1) emerged: (I) team collaboration to implement the economics curriculum; (II) a thorough knowledge of the content; (III) implementing the curriculum in order for students to pass assessment; (IV) helping students learn key economics concepts and representations to facilitate learning; (V) engaging students through their real-life economics context to acquire economic knowledge; and (VI) helping students think like economists. These are discussed first in relation to the implications for student learning and second, in a broader context of higher education discourses and educational development.

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