Ogbonnaya, Ijeoma C.2024-08-192024-08-192024Ogbonnaya, 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.13.3.12472165-8714 (online)https://doi.org/10.12973/eu-jer.13.3.1247https://www.eu-jer.com/http://hdl.handle.net/11660/12750Understanding 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.enDynamics of marketeconomics teachersgraphstopic-specific pedagogical content knowledgeArticleAuthor(s)https://creativecommons.org/licenses/by/4.0/