With the study reported on we explored the views of pre-service accounting teachers’ challenges at a South African University during the COVID-19 pandemic. A qualitative research approach supported by the interpretive paradigm was adopted in accordance with the study focus. A case study design involving both telephonic semi-structured and WhatsApp based focus-group interviews was used to generate data. The data contributed to the understanding of the challenges encountered by teacher participants in using online learning platforms during the pandemic. Twenty participants were purposefully selected for the study. Thematic analysis was employed to analyse the data. The findings show that pre service teachers faced some challenges that limited their learning and subsequent grasping of concepts in accounting while learning off campus due to the COVID-19 lockdown restrictions.

https://doi.org/10.15700/saje.v44ns1a2450

ORCiD iDs of authors:
Nomsa Elizabeth Zaly – https://orcid.org/0000-0001-9516-3467
Jabulisile C. Ngwenya - https://orcid.org/0000-0001-8256-8174