ISSN: 2226-6348
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Sensemaking is a continuous and crucial activity that ensures organisations, especially schools, maintain a positive impact during ecological changes. In the context of this study, the ecological change refers to pedagogical change. This study aimed to explore accounting teachers’ pedagogical sensemaking in implementing online teaching and learning. The qualitative descriptive phenomenology approach was used and nine accounting teachers were interviewed for this study. Data were collected using semi-structured interviews and were analysed thematically. Results showed that the accounting teachers had positive sensemaking during the process of pedagogical change despite the presence of numerous challenges. From the thematic analysis, the descriptions of accounting teachers’ pedagogical sensemaking, namely effective communication, student engagement, and parent engagement, emerged from students’ background. This study provides a systematic reference on pedagogical sensemaking perspectives for the implementation of accounting online teaching and learning. This study contributes to the body of knowledge on the theory of organisation from the perspective of students’ background, where sensemaking is able to improve the online teaching and learning process.
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In-Text Citation: (Azmi et al., 2023)
To Cite this Article: Azmi, N. I., Kadir, S. A., Abdullah, A., & Alias, S. N. (2023). Accounting Teachers Pedagogical Sensemaking Perspectives in Online Teaching and Learning: Malaysian Context. International Journal of Academic Research in Progressive Education and Development, 12(1), 507–516.
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