Author(s): Kgomotlokoa Linda Thaba-Nkadimene, Cephas Makwara, Duduzile Mzindle, Leuba James Mashitoa
A research component is integrated into the curriculum of subject specialisation method to equip and skill the student teachers in conducting action research in their future practice as teachers. This inclusion of a research aspect of the didactics module promotes classroom research and teaching methodology that is designed to improve teaching practice and student learning. This study examines the reflections of student teachers and lecturers on blending the research component of Business Studies Didactics curriculum in one university in South Africa. Participatory qualitative observation techniques were used to .generate data from one Bachelor of Education (B.Ed.) Level 3 class of 2020. Qualitative interviews were further conducted with three student teachers and two lecturers. The study sought to identify and categorise 1) lecturers and pre-service teachers’ experiences and reflections in blending research with the curriculum; and 2) interrogating the university’s framework on rolling out the research aspect of Business Studies Didactics. The research established that the curricular implementation neglected the practical part of the research within the Business Studies Didactics module. Further, students are disadvantaged by this university omission; and there is no capacity on the part of lecturing staff. There is no internal control system to detect deviation from the course objectives as well as a lack of framework guiding the common implementation of the research-related curriculum. This study recommends that the case university should implement staff needs analysis; reinforce staff development programmes and internal control systems.