Abstract:

The purpose of this paper is to document the lived experience of accounting teachers during the outbreak of COVID-19 Pandemic in selected schools. These teachers had to transverse numerous setbacks to share their knowledges as an attempt to keep the teaching learning and assessment practices credible under the unbearable conditions. This study utilise Critical Accounting Theory, as the overarching lens to provide a view around the lived experience of teachers. Qualitative research methodology was employed as the main research genus in couching the study. Five accounting teachers were purposively sampled in which interviews were conducted as a form of gathering rich data, to comprehend the lived experience during COVID-19 era. The study concluded with the following findings: What accounting teachers did and What worked well for the said teachers. What did not work well. These findings have implications for sustainable curriculum practice and policy reform.

Keywords:

Lived experiences, Accounting, Sustainable, Curriculum practice, online learning.