Exploring the role of peer tutoring in supporting the preparedness of accounting student-teachers: A case study of a selected South African University

Exploring the role of peer tutoring in supporting the preparedness of accounting student-teachers: A case study of a selected South African University

Sinovuyo Nyanga & Berington Zanoxolo Gobingca

Issue: Vol. 7 No. 8 2026 Article 5 pp. 969 – 986
DOI : https://doi.org/10.38159/jelt.2026785 Published online 29th September 2026.

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ABSTRACT

The thrust of this research was to explore the role of peer tutoring in supporting the preparedness of Bachelor of Education Accounting student-teachers to become professional, competent, and impactful in their teaching profession at one selected South African university. Guided by sociocultural theory and grounded in the interpretivist research paradigm, this study employed a case research design to gain in-depth insights into student teachers’ experiences and perceptions about the phenomenon being explored. In this research, a qualitative approach was adopted. The purposive sampling technique was used to select ten student-teachers enrolled in the Department of Business Management Education in the 2024-2025 academic year within the Faculty of Education. Data were collected through semi-structured interviews and were analysed using a thematic approach. It emerged that peer tutoring enhanced participants’ understanding of complex accounting concepts, fostered a shift from memorisation-based to deeper conceptual understanding, and developed key professional competencies, including confidence, collaboration, problem-solving, and communication skills, which are crucial for classroom practice. However, challenges such as language barriers were observed. It is concluded that peer tutoring is an impactful intervention that could strengthen the academic and professional preparedness of accounting student-teachers. It is recommended that peer tutoring be integrated into other education programmes offered in higher education institutions with different specialisations. Drawing on student-teacher experiences engaged in peer tutoring, the research is expected to enhance academic support and tutoring programmes, offer inclusive and relevant teacher education programmes, and contribute to the academic community by addressing a critical gap in the literature at the intersection of academic support and teacher preparation.

Keywords: Peer Tutoring, Student-teachers, Teaching Preparedness, Pedagogical Competence, Accounting Education.

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AUTHOR(S)

Sinovuyo Nyanga is a qualified teacher and an emerging researcher, currently working in the Faculty of Education at Walter Sisulu University. His scholarly interests centre on curriculum studies, higher education and commerce, with a particular focus on accounting. He is also drawn to initial teacher education and the integration of digital tools into teaching and learning.

Prof. Berington Zanoxolo Gobingca holds a Doctor of Philosophy (PhD) in Education, Master of Education(MEd), Bachelor of Education (BEd), Bachelor of Commerce in Education (B. Com Educ), and a Diploma in Agriculture. Currently, he is a senior lecturer in the Business and Management Education Department (BME Dep.) in the Faculty of Education (FE) at Walter Sisulu University (WSU), geographically located in the Eastern Cape Province of South Africa. His research focuses on Curriculum development, Governance, Leadership, and Management, and specialises in the Commerce stream.

TO CITE ARTICLE

Nyanga, Sinovuyo, and Berington Zanoxolo Gobingca. “Exploring the role of peer tutoring in supporting the preparedness of accounting student-teachers: A case study of a selected South African University.” Journal of Education and Learning Technology 7, no.8 (2026): 969 – 986. https://doi.org/10.38159/jelt.2026785