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This paper explored the perspectives of novice educators teaching multi-grade classes in primary schools, focusing on their challenges, their coping strategies, and the support mechanisms needed for effective teaching in such complex educational settings. Bronfenbrenner's Ecological Systems Theory served as a theoretical lens for understanding the interconnectedness among novice educators and various subsystems, including classrooms, school policies, and educational regulations.  Data was collected from nine public schools in one of the circuits in the Limpopo Province. Purposive sampling was employed to select only nine novice educators who teach in multigrade settings. The data were thematically analysed. The findings indicate that novice educators faced significant challenges in multi-grade teaching, including lesson planning, equitable attention distribution, and maintaining student engagement. Despite these difficulties, they gradually developed resilience through experience, peer collaboration, and self-directed learning. The paper proposes a framework for strengthening support structures for novice educators, including structured mentorship programmes, professional development initiatives, and additional teaching resources.

Mentor-mentee meetings are seen as the backbone of any mentorship relationship between pre-service teachers and mentor teachers. Thus, this study examines the quality of mentor-mentee meetings between business studies Pre-Service Teachers (PSTs) and their mentor teachers during teaching practice. This qualitative study is underpinned by the Experiential Learning Theory, and it is located within the interpretive paradigm.  An exploratory phenomenology was employed as its research design. A sample of twenty-one reflective narratives contained in business studies PSTs’ portfolio of evidence were analysed. Random sampling was used to identify twenty-one PoEs submitted by business studies PSTs engaged on their third-year teaching practice. Thematic analysis was used to analyse the raw data that was generated for the study. The study revealed that business studies PSTs were satisfied with the quality of mentor-meetings held during teaching practice. It emerged from the study that crucial aspects of mentoring such as classroom management, lesson planning, learner engagement as well the assessment and feedback were extensively covered during mentor-mentee meetings. The study recommends that ITE institutions make it mandatory for mentor teachers and PSTs to hold mentor-mentee meetings during teaching practice to enrich PSTs learning experiences.

This article reports on literature review and the reflective practice of teachers and school principals on the use of action research in identifying teachers’ professional development (TPD) needs required for a successful implementation of blended and virtual learning. This article sought to contribute to the body of knowledge of teachers’ needs analysis and development; teachers’ digital competencies; and action research to the field of education. School principals and teachers who participated in this study confirmed that action research is an effective strategy that can be used in TPD. They further stressed that action research can be used to replace the existing ‘one size fits all strategy’ that is currently used blatantly across highly adequately and under-resourced schools. Using action research helped them expose realities entrenched within teaching and learning in less privileged schools. This study recommends the use of action research as strategy for identification of teachers’ and learners’ needs that should inform the contents and nature of teachers’ professional development programs.

In South Africa, the educational landscape is characterised by constant evolution and dynamic classroom changes, driven by technological advancements, diverse student populations, and evolving pedagogical approaches. Pre-service teachers are crucial in navigating these changes and fostering effective learning environments. This systematic literature analysis explores the relevance of curriculum for pre-service teachers in addressing the challenges posed by dynamic classroom contexts in South Africa. Drawing upon a comprehensive review of existing literature, this study examines the alignment between pre-service teacher education curricula and the evolving needs of classrooms in South Africa. Key themes explored include integrating technology, cultural responsiveness, inclusive education practices, and pedagogical flexibility. The analysis also considers the efficacy of current pre-service teacher training programmes in preparing teachers to meet the diverse needs of students in dynamic classroom settings. Furthermore, the study investigates the perceptions and experiences of pre-service teachers regarding the adequacy of their curriculum in equipping them for the realities of South African classrooms. By synthesising findings from various sources, this research aims to inform curriculum development efforts and enhance the preparation of pre-service teachers for the multifaceted challenges of teaching in South African schools.

This qualitative study examined the Self-efficacy perceptions of preservice economics teachers regarding teaching with graphs. Understanding graphs have a major role in future teaching practices however learners find it challenging understanding economics graphs. Using a structured interview of 55 pre-service secondary school teachers, economics self-efficacy items by Bandura self-efficacy framework was used to analyze the data. The study found that student teachers are not confident to teach using graphs but have positive attitude to learn how to plot and interpret graphs. The teaching practices of high school teachers were found to have influenced the low-self-efficacy of most of the participants though they look forward to teaching using graphs. Most participants agreed that plotting, understanding, and interpreting data from graphs as well as presenting information graphically are key skills that all economics teachers and students should master. The research concludes that both high school economics teachers and preservice teachers should be equipped with the necessary skills to understand graph presentation because they both grapple with interpreting and plotting graphs. The research contributes to improving the way graphs are taught because economics teachers must be comfortable with graph presentations. Higher education institutions should increase their effectiveness when teaching introductory economics courses by finding creative ways to help students understand graphical representations of economics content. It is recommended that Teacher Education programs should emphasize the importance of graphs in the teaching of economics and empower student teachers with the necessary skills.

The significance of professional development in the educational system cannot be overstated as it has a direct impact on the quality of teaching and learning. Furthermore, it has the potential to shape the classroom practices and performances of teachers. Teachers participate in diverse professional development endeavours to enhance their instructional methodologies. The efficacy of said activities is contingent upon their influence on pedagogical practices within the classroom. The process of selecting three department heads and five teachers from a pool of eight public high schools in the King Cetshwayo District of KwaZulu-Natal Province was conducted through purposive means. The present study employed a qualitative research methodology to gather data from a sample of economics teachers. Specifically, semi-structured face-to-face interviews were conducted with five teachers from each of the five schools. Additionally, a focus group interview was conducted with the three heads of departments (HoDs) from three high schools, which were selected based on convenience. The Andragogy theory served as a theoretical framework that formed the basis for the professional development activities of teachers. The data that was gathered has been presented thematically and through interpretation. Teachers expressed dissatisfaction with the insufficient and sporadic professional development opportunities they have participated in. The training sessions and workshops failed to cater to the specific requirements of the classroom and were conducted during hours that caused interference with their classroom engagements. The teachers expressed the belief that their professional requirements should be evaluated through consultation, assessment, or observation by senior teachers or Heads of Departments. It is recommended that teachers receive regular training and workshops on a termly basis, with sufficient support provided to ensure their attendance. Effective monitoring and follow-up procedures are imperative for the achievement of favourable outcomes in professional development.

Exploring teachers’ voices in curriculum spaces is critical. As enactors of the curriculum, teachers need to reflect and critique their teaching actions in order to recognize voices that summon their actions. The study employed the currere curriculum model to engage Eight (8) geography teachers purposively selected from four (4) high schools in Eswatini. The aim was to explore the teachers’ voices that shape their actions and identities. The qualitative approach under the pragmatic paradigm and the educational design research guided the study. To generate data, semi-structured interviews, reflective activities and focus group discussions were used. Guided/thematic data analysis was used. The findings revealed that two (2) giant voices dominate and drive teachers’ actions: professional and societal voices. These two voices are in constant tension, resulting to the loss of teacher’s personal voice and identity. In essence, the tension causes teachers’ voices to be silenced or absent in curriculum enactment spaces. It was discovered that it was possible to sort the tension between the two giant voices through applying currere reflective moments, that would develop a neutral voice, the personal voice of teachers, thus a theory of teachers’ voices developed. The study concluded that teachers should identify strengths of both societal and professional voices to relieve the tension between the two and embrace teachers’ personal voices which are critical for understanding natural identities and for effective curriculum enactment. Key Words: Teacher’s voices, professional voice, societal voice, personal voice, currere, teacher’s identity

Continuing Professional Teacher Development (CPTD) refers to the ongoing learning and development of teachers throughout their careers. It involves a range of activities, programs, and initiatives designed to help teachers improve their knowledge, skills, and effectiveness in the classroom. CPTD programs can take many different forms, such as workshops, seminars, mentoring programs, online courses, and peer networks. This desktop review paper examines the role of CPTD on teachers' and learners’ achievement. The paper reviews among others the following; the nature and concept of  CPTD, the importance of  CPTD, South African teacher education policy framework and CPTD, the educational achievement and CPTD, school effectiveness and CPTD, learner and teacher learning and CPTD. The paper uses social learning theory as a theory that underpins the paper and makes some plausible recommendations.

The successful training of preservice teachers in South African universities will be incomplete without the intervention of high school teachers, principals, and other stakeholders in education. It has been discovered that preservice teachers who teach Business Studies (BS) as one of the Economic and Management Sciences (EMS) subjects during teaching practice (TP) do not get enough assistance from their mentor teachers as they ought to because they are overloaded with much teaching work at this time. Therefore, the study aims to explore the different trajectories that preservice teachers take in their preparation for teaching Business Studies, the challenges 4th-year preservice teachers who specialise in EMS subjects encounter, how they overcome them, and how these trajectories impact their teaching practice experience. Overall, the study seeks to improve the quality of Business Studies education in South Africa by providing insights into the preparation and experiences of preservice teachers. Six fourth-year preservice teachers who taught Business Studies in Grades 10 and 12 were selected for the study to reflect on their experiences during teaching practice; hence, reflection was used as the data source for the study. Experiential learning theory was used as the lens of the study. At the same time, the interpretivism paradigm was adopted to understand individual preservice experiences. A case study was used as the design, and thematic analysis was adopted to analyse the data generated. The study found that preservice teachers who teach BS during TP face challenges such as a lack of Learning and Teaching Support Materials (LTSM), being assigned too much work to do, and the fact that BS has too much content to teach. Despite the challenges, these preservice teachers were creative enough to develop solutions, like designing posters without teaching resources and using practical examples to explain content for better understanding and parental involvement in class decisions such as discipline.

The COVID-19 pandemic caused teachers and learners to be removed from their school communities, negatively impacting school culture, and limiting teacher professional development (PD). Online PD programmes emerged to meet these needs. This study investigated how schools implemented teacher PD and mechanisms for teaching and learning during the COVID-19 pandemic. It was necessary to understand the complex interplay between school culture and teacher PD, and Wenger's social learning theory was used to prescribe the empirical prescription. This study examined the influence of school culture on Mathematics and Science teacher development during the COVID-19 pandemic. A qualitative approach was used to compare three independent schools in the same Educational Trust in Gauteng. The empirical findings of this study revealed that the COVID-19 pandemic had a significant influence on the school culture, consequently giving rise to explicit professional learning communities (PLCs), which in turn influenced the teachers’ pedagogical repertoires for curriculum delivery during a pandemic. The COVID-19 pandemic highlighted the importance of schools transforming their practices and adapting their school cultures. Results showed that school culture is not static, and individuals had to reflect collectively to develop ideas to transform learning. Schools need to learn from the pandemic, adjust their values, and use their newfound insights and beliefs to work towards a new learning culture. Future research must evaluate unfolding PLC practices, strategies, and implementations during a crisis.

Understanding Grade R teachers’ professional identities seems to be quite bleak because they are not sure where they feature in Primary schools or pre-primary schools. Their professional identities are in sport light due to the issue mentioned above.  This study explores Grade R teachers’ perceptions of their professional identity and qualifications. Grade R teachers’ professional identities are based on the collaboration between teacher education institutions and schools. However, this thinking tampers with what teaching practice is an essential prerequisite for what good teacher education requires. The study was underpinned by decoloniality theory and qualitative research within the interpretive paradigm. All the Grade R teachers participated in this study. Data was generated through semi-structured interviews. We divided the time into two hours per interview to generate data in two days to allow the teachers enough time to respond to the questions. Thematically the teachers’ voices were analyzed. The findings suggest that creating multifaceted images, community values, self-beliefs, and motivation can influence how teachers interpret their personal experiences in the program. Prominent among the results regarding the motivational aspects of teaching is a perception of the profession as granting intrinsic rewards. Teaching is perceived as, according to self-realization, providing a sense of purpose and mission and enabling lifelong development. The personal investment that is interwoven with their lived experiences before they enter the program is coupled with the three different forms of engagement, which are: participation, alignment, and imagination can translate to who they are as people that develop their identities in their career path and interactions in a teacher community at large.

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.

This paper attempts to explore the issue of enhancing pedagogical skills among the college teachers of Bangladesh through CPD. This is a literature review paper that divided the topic into different themes and sub-themes in order to analyze the issue properly. After analyzing 60 studies including journal articles, conference proceedings, and research reports of different authors and organizations this study found several positive impacts of CPD on the teachers regarding uplifting their professional skills. It has also found some challenges of implementing CPD for college teachers identifying the scarcity of resources at the heart of all the challenges. Finally, the paper ends up with some recommendations to enhance the teachers’ professional skills through CPD in Bangladeshi colleges