Pre-service teachers’ engagement through small group tutorial learning strategy in accounting

Abstract

Teaching in the 21st century involves encouraging creativity and active engagement of students in the learning process. This requires using student-centred approaches for tertiary students to improve their learning experiences and help develop 21st-century skills. Hence, small group learning has become a significant priority in preparing and equipping accounting students with the creative, collaborative, problem-solving skills and academic competencies required in the workplace. This article employed a qualitative case study research approach within the interpretive paradigm to understand how pre-service Accounting teachers learn through a small group tutorial strategy. Twenty pre-service Accounting teachers were purposively selected from a population of first-year pre-service Accounting teachers. Data were obtained through semi-structured individual telephonic and WhatsApp-based focus group interviews and analysed using the thematic analysis method. What emerged from the findings is that participants acknowledged the role of small group tutorials in creating a supportive social environment that allowed opportunities for enhancing learning of procedural processes and problem-solving skills. Most pre-service teachers were inspired to express themselves and share more freely without being ridiculed. Engagement in small group tutorials led to positive interdependence and interaction while developing self-confidence and interpersonal skills. Diversity in members created spaces for students to share different viewpoints on analytical approaches to solving Accounting problems.