<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ijeoma Chidinma Ogbonnaya</style></author><author><style face="normal" font="default" size="100%">Andile Mji</style></author><author><style face="normal" font="default" size="100%">Olivia Neo Mafa-Theledi</style></author><author><style face="normal" font="default" size="100%">Beatrice Ngulube</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ECONOMICS TEACHERS’ USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">economics teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">market dynamics</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">topic specific pedagogical content knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2537295</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The poor learners’ understanding of specific topic ‘Market Dynamics’ (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners’ understanding of MD. This research aimed to examine economics teachers’ teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK.  Using Mavhunga’s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in–depth understanding of teachers’ use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers’ use of TS-PCK based on ‘representations’ revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development.    </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">371-393</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Beatrice Ngulube</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNDERGRADUATE ECONOMICS CURRICULUM AND EMPLOYABILITY SKILLS IN SOUTH AFRICA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">content analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">employability skills</style></keyword><keyword><style  face="normal" font="default" size="100%">undergraduate curriculum</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1607330036.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Graduates with employability skills are considered as assets by employers because they are dynamic and adapt easily to today’s work environment. Thus, higher education globally is under pressure to produce graduates who are employable and able to continue learning and remain employed. This study examined the extent to which the undergraduate economics curriculum in South Africa equips economics graduates with employability skills. This was achieved through a qualitative approach using a content analysis design. Data analysed from advertisements extracted from the Sunday Times for four consecutive years and data from six undergraduate economics study guides indicated that there was a disjuncture between undergraduate economics skills and those required by the industry. The analysed study guides only cover about 29.4 % of the needed skills in the labour market. It is imperative for higher education institutions to produce employable graduates because evidence demonstrates that employers today do not hire employees solely based on academic qualifications. Recommendations are that there should be an alignment between employability skills required in the labour market and those offered by the academic institutions. Curricula and pedagogy should also be adjusted to enhance graduate skills outcomes.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1000-1013</style></section></record></records></xml>