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School-Based Experience (SBE) is integral to teacher training in South African universities. SBE in South African universities is organized in education schools and is mandatory for all students who pursue education. This study aimed to explore how student teachers from the Economic and Management Science (EMS) discipline perceive their SBE. This study aimed at the students’ experiences and their impact on their perception of the teaching profession and assessed the challenges that students encounter while in school. The study adopted a guided reflection theoretical framework to understand student teachers’ perceptions of the SBE. A qualitative approach was employed with a purposive sampling of 10 second-year EMS student teachers. Data was collected through individual interviews and analysed using Content Analysis (CA), and categorised using thematic analysis. The study's findings revealed that student teachers perceived SBE as impactful, providing an opportunity to gain school experience and put theory into practice in their teaching profession. Moreover, the findings revealed that student teachers experience challenges while on SBE, such as a lack of school resources, unpreparedness, and poor organizational skills. The study recommended that more support be provided for SBE student teachers.

The teaching of Economic Management Sciences (EMS) in Senior Phase (SP) classrooms, particularly in Grade 7, still needs to be researched. This paper examines the pedagogical practices of Grade 7 EMS teachers when teaching financial literacy (FL). We employed a qualitative research case study. Two schools were purposively chosen in the Chris Hani District, serving as the case under exploration. A data set of six participants were observed and interviewed for six months. The main findings of the study indicated that (i) the teachers adopt pedagogical practices that are based on experience and subject area content knowledge,(ii) teachers with experience and subject content knowledge were found to deliver learner-centered, creative lessons while emerging teachers relied on the textbook and taught in teacher-centered ways, (iii) lack of training on the relatively new content of FL in EMS, lack of resources and complicated language of FL concepts resulted in teachers relying on standard pedagogical practices. The study proffers recommendations and interventions that teachers could use to better their skills of pedagogic practices. Amongst these are training EMS teachers by higher education institutions, workshops, and induction of newly hired EMS teachers.