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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.

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.

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.

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

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.

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.