This paper explores teachers’ experiences of providing feedback to accounting learners in a selected rural school in South Africa. In terms of the Curriculum and Assessment Policy Statement (CAPS) for Accounting, assessment is viewed as an integral part of teaching and learning, with emphasis on continuous provision of feedback. Providing continuous feedback to learners in this manner influences the way in which the subject is taught and assessed. In this paper I adopted a qualitative case study design to understand teachers’ experiences in providing feedback to their accounting learners. Three accounting teachers teaching in the Further Education and Training Phase in one rural school were purposively selected for this study. Semi-structured interviews and lesson observations were employed to gain responses to the key research question. Thematic content analysis was carried out on the data collected. What emerged from the findings is that the contextual constraints that accounting teachers in a rural school face impede the quality and provision of constructive and timely feedback. This causes teachers to devise their own strategies of providing feedback.

中文翻译：

---

南非农村会计教师社区反馈的经验

本文探讨了南非一所选定农村学校教师向会计学习者提供反馈的经验。就会计课程和评估政策声明 (CAPS) 而言，评估被视为教学和学习的一个组成部分，并强调持续提供反馈。以这种方式向学习者提供持续反馈会影响该学科的教学和评估方式。在本文中，我采用了定性案例研究设计来了解教师向会计学习者提供反馈的经验。本研究特意选择了一所农村学校在继续教育和培训阶段任教的三名会计教师。采用半结构化访谈和课程观察来获得对关键研究问题的回应。对收集到的数据进行了专题内容分析。从调查结果中得出的结论是，农村学校会计教师面临的环境限制阻碍了建设性和及时反馈的质量和提供。这促使教师制定自己的反馈策略。