Teachers’ topic-specific pedagogical content knowledge: a driver in understanding graphs in dynamics of market

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Ogbonnaya, Ijeoma C.

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Eurasian Society of Educational Research

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Understanding graphs in the dynamics of market (DM) is a challenge to learners; its teaching demands a specific kind of teacher’s knowledge. This study aims to examine the topic-specific pedagogical content knowledge (TSPCK) of experienced economics teachers in teaching graphs in DM to enhance learners’ understanding of the topic. It reports using a qualitative approach underpinned by the TSPCK framework for teaching specific topics developed by Mavhunga. Data were collected through classroom observations and analyzed thematically using a case study of two economics teachers. The study revealed that adopting a step-by-step approach and the use of worked graphical examples promote an understanding of graphs in DM. It also established that active learning is preferable to the predominant chalk-and-talk (lecture) method of teaching graphs in DM. The study proposed a Dynamics of Market Graphical Framework (DMG-Framework) to enable teachers, particularly pre-service teachers in lesson delivery, to enhance learners’ understanding of graphs in DM. The result of this study will broaden the international view in the teaching of graphs in DM.

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Ogbonnaya, I. C. (2024). Teachers’ topic-specific pedagogical content knowledge: a driver in understanding graphs in dynamics of market. European Journal of Educational Research, 13(3), 1247-1262. https://doi.org/10.12973/eu-jer.13.3.1247

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