Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market-Reference-Cited by-同舟云学术

Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market

Published:2024-07-15 Issue:volume-13-issue-3-july-2024 Volume:volume-13-2024 Page:1247-1262
ISSN:2165-8714
Container-title:European Journal of Educational Research
language:
Short-container-title:EUROPEAN J ED RES

Author:

Ogbonnaya Ijeoma C.

Abstract

<p style="text-align:justify">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.</p>

Publisher

Eurasian Society of Educational Research

Link

https://www.eu-jer.com/EU-JER_13_3_1247.pdf

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