Economics Teachers’ Topic Specific Pedagogical Content Knowledge Model for teaching Market Dynamics

Abstract

The teaching and learning of Market Dynamics (MD) seems to be a challenging topic for teachers and learners. This research aimed to develop an Economics Teachers’ Topic Specific Pedagogical Content Knowledge (ET-TSPCK) Model to improve the teaching of MD. Mavhungas’ Topic Specific Pedagogical Content Knowledge (TSPCK) model was adapted as the base model to identify Economics Topic Specific Pedagogical Content Knowledge (ETSPCK) components for teaching MD. Using a descriptive case study design, a purposeful sample of two economics teachers of the 10 th and 11 th grades were used for the research. While lesson observations were used as data collection method, data were analyzed using a qualitative data analysis technique, namely thematic analysis. Economics teachers’ topic specific knowledge usable for teaching MD were identified and the model “Economics Teachers’ Topic Specific Pedagogical Content Knowledge (ET-TSPCK) model” was developed. In addition, it was found that there exists an inter-relationship among the ETSPCK components. However, the relationship between the teaching strategies and the components of Curriculum knowledge were not connected and fully developed in the participating teachers. The model provides insights into the implementation of the Curriculum Assessment Policy Statement (CAPS) with reference to the teaching of MD hence, suggesting ways in which the teaching of the topic could be improved. https://doi.org/10.26803/ijlter.19.7.18