Assessing the Competence of Pre-Service Accounting Teachers: Stakeholder Perspectives

Using the Danielson framework for evaluating teachers, this study assessed the teaching competence of preservice accounting teachers. The four components of teaching evaluation that contribute to teacher competence were emphasized. In all, 115 preservice accounting teachers, eight supervisors, and eight mentors participated in the concurrent embedded mixed design employing a census technique. Data was collected using a questionnaire, an interview guide, and document analyses. The results were conveyed using descriptive statistics (means and standard deviations) and narratives. According to the study, preservice accounting teachers were proficient in lesson preparation and managing the classroom. But they were observed to lack instructional strategies and professional responsibility skills. It is recommended that teacher-educators should provide preservice accounting teachers with the necessary instructional strategies to engage their students in the classroom. The professional responsibility competence of preservice accounting teachers should be developed in accordance with contemporary teacher education practices.