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 interrelationship 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.

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. Keywords: content knowledge, economics teachers, pedagogical content Knowledge, topic specific pedagogical content knowledge, market dynamics.

This theoretical paper analyses the Opportunity-to-Learn (OTL) Dynamics of Market offered in two Grade 10 economics textbooks. The study asked whether opportunities provided in economics textbooks improve learners’ performance in Dynamics of Market. Following a Content Analysis approach, three OTL variables; Content organization, Content coverage and Tasks were used as the theoretical framework to couch this study. One of the findings was that Less High-Order tasks were found in both textbooks hence do not develop learners’ Higher order Cognitive skills. The overall study showed that the analysed economics textbooks do not offer enough OTL Dynamics of Market. This study is significant because it helps both educators and policy makers to explore more on ‘must-have features’ of economics textbook before it could be prescribed for use. It makes contribution to international literature on textbook analysis in the field of economics education, this is rare in economics education studies. It is recommended that Higher order tasks should be included in future editions of the Grade 10 economics textbooks thus, suggesting the need to analyse economics textbooks in high schools for effective learning. Although the study analysed specific textbooks, its findings shed light on how learning opportunities relate to performance more generally.