History teachers are expected to teach in a manner

This paper is concerned with the issue associated with final-year Natural Science pre-service teachers’ lesson design abilities. This paper reports how the implementation of a lesson study approach served as an intervention to support the lesson preparation abilities of pre-service teachers during a work-integrated learning (WIL) process. The case study generated rich qualitative data from multiple sources such as e-mail communications, WhatsApp responses, video capturing, and focus group team discussions. Couched within the critical emancipatory theory, the study found that the planning and preparation of innovative and inclusive Natural Science lessons are inseparably associated with the collaborative practices and interaction that existed among the team of pre-service teachers. The accommodative and engaging nature of the lesson study sessions empowered pre-service teachers to share their diverse subjective experiences and contextual ideas, which were pivotal to the generation of knowledge and design of Natural Science lessons. Consequently, the lesson study approach not only affected the pre-service teachers’ lesson design abilities but also better positioned them for the WIL experience.

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The concept of imperfect market structures enables learners to develop mathematical and graphing skills that are needed for them to be critical thinkers and to be able to solve problems faced in their daily lives. It also provides opportunities for learners to acquire economic knowledge, which enables them to make informed economic decisions on economic events and issues they will experience as they enter the world of business and work. In spite of the importance of imperfect market structures in cultivating these skills and knowledge, learner academic achievement in economics, particularly where mathematical and graphing skills are concerned, has been regrettably poor in most countries around the globe. Hence, this qualitative study investigated the opportunities to learn mathematical and graphical skills in imperfect market structures in three selected Grade 12 economics classes. The study intended to investigate what it is that teachers do in the name of teaching and learning of mathematical and graphing skills and the reasoning behind their actions. Opportunities to Learn (OTL) is the conceptual framework which was used to determine what teachers do in the classroom that enables learners to make sense of imperfect market structures. Using the case study approach, the study was operationalised by three conveniently selected economics teachers in the Galeshewe township in South Africa. The researcher conducted semi-structured interviews with each of the three teachers before they conducted their classes which the researcher observed. The findings of the researcher show that little or no opportunities to learn are provided in an imperfect market structure class.