ABSTRACT
This chapter investigates starting with the sources, types and applications of teachers' knowledge, dispositions, abilities and skills and their relevance to curriculum development and from there, to the eventual facilitation of teaching strategies and approaches. The study used the term 'occupational teachers' capacities' to encapsulate the diverse range of knowledge, experiences and attributes of these teachers with both pedagogic and non-pedagogic/professional/occupational experiences that they bring to their teaching activities. These teaching activities were posited in work-related provisions, which were offered across the academic levels of TVET, first-degree/higher vocational and professional education. Occupational Pedagogic Knowledge (OPK) or Occupational Teachers' Capacities (OTC) is the culmination of recontextualization processes of occupational teachers' pedagogic activities. These are deliverers on work-related provisions who have the relevant professional experiences. This process is a result of two practice strands initially, teaching and work-related or occupational.
