Original Research

Exploring the scope of and gaps in the teaching and learning of Business Studies at school and teacher education levels

Carina America, Lara Skelly
The Journal for Transdisciplinary Research in Southern Africa | Vol 17, No 1 | a1040 | DOI: https://doi.org/10.4102/td.v17i1.1040 | © 2021 Carina America, Lara Skelly | This work is licensed under CC Attribution 4.0
Submitted: 13 March 2021 | Published: 22 July 2021

About the author(s)

Carina America, Department of Curriculum Studies, Faculty of Education, Stellenbosch University, Cape Town, South Africa
Lara Skelly, University of Stellenbosch Business School, Stellenbosch University, Cape Town, South Africa


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Abstract

The relevance of Business Studies Education (BSE) at school and in higher education is undisputed, given the rising levels of youth unemployment and the need for an appropriate skill set for potential entrepreneurs. Although a relatively large corpus of general business education literature is available, the same does not necessarily apply to published research related specifically to business studies teaching and learning at school and in teacher education. The aim of this research was to explore the scope, similarities, differences and potential gaps in the teaching and learning of Business Studies within school and teacher education contexts. A meta-study methodology was applied in this study to provide a comprehensive review and synthesis of peer-reviewed research publications in business studies education. An overview of the challenges facing BSE within the South African context is provided. A framework encompassing situational, pedagogical, practical and disciplinary knowledge areas guided the analytical overview to underscore the limitations and particular points of focus of current and past research. In addition, the meta-study set out to establish the scope, similarities and differences of promising areas for future research. Findings suggest that BSE research remains limited, entrepreneurship is an important focus for research and that not enough research has been conducted about situational knowledge. Recommendations include the need to analyse the complexities of teacher education and training, to investigate and critique the theoretical foundations of business studies education and to evaluate the shifts in school curriculum policy, development and design.

Keywords

business studies; teacher education; meta-study; content knowledge; situational knowledge; practical knowledge; pedagogical knowledge.

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