Toward critically compassionate financial literacy: How elementary preservice teachers view the standards

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Theory and Research in Social Education Pub Date : 2021-01-02 DOI:10.1080/00933104.2020.1859422
Thomas A. Lucey, M. Henning
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引用次数: 7

Abstract

ABSTRACT This study examined preservice teachers’ agreement with critically compassionate financial literacy standards and the financial literacy standards developed by The Council for Economic Education for Grade 4. The preservice teachers, enrolled in elementary social studies methods courses at two institutions, responded to surveys about their agreement with traditional and compassionate standards for financial literacy before and after a visual, audio, and dramatic art intervention integrated into the elementary methods course. After their experience of three art-based instructional activities about social injustice, the preservice teachers expressed more agreement with compassionate financial literacy standards for Grade 4 than they did before the activities. This research informs the social education community about alternative conceptions of financial literacy, the relevance of art-based instruction to social education and financial education, and the prospects for affecting teacher candidates’ perspectives toward financial literacy. Art-based instruction offers the potential to improve compassionate approaches for financial literacy.
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走向富有批判性同情心的金融素养:小学职前教师如何看待这些标准
摘要本研究考察了职前教师对富有同情心的金融素养标准和经济教育委员会制定的四年级金融素养标准的一致性。在两所机构注册了基础社会研究方法课程的职前教师,在将视觉、音频和戏剧艺术干预纳入基础方法课程之前和之后,对他们是否符合传统和富有同情心的金融素养标准的调查做出了回应。在经历了三次关于社会不公正的艺术教学活动后,职前教师比活动前更认同四年级富有同情心的金融素养标准。这项研究向社会教育界提供了金融素养的替代概念、艺术教学与社会教育和金融教育的相关性,以及影响教师候选人对金融素养的看法的前景。以艺术为基础的教学提供了改进富有同情心的金融素养方法的潜力。
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来源期刊
Theory and Research in Social Education
Theory and Research in Social Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.30
自引率
30.80%
发文量
36
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