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Autor/inn/en | Lucey, Thomas A.; Henning, Mary Beth |
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Titel | Toward Critically Compassionate Financial Literacy: How Elementary Preservice Teachers View the Standards |
Quelle | In: Theory and Research in Social Education, 49 (2021) 1, S.107-136 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lucey, Thomas A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0093-3104 |
DOI | 10.1080/00933104.2020.1859422 |
Schlagwörter | Preservice Teachers; Student Attitudes; Money Management; Grade 4; Social Studies; Methods Courses; Elementary School Teachers; Social Justice; Social Bias; Art Activities; Video Technology; Audio Equipment; Art Education; Drama; Music; Visual Arts; Teaching Methods; Program Effectiveness; Altruism; Socioeconomic Influences; Low Income Groups Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Gemeinschaftskunde; Methodisch-didaktische Anleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Künstlerische Tätigkeit; Audio-CD; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schauspiel; Musik; Optische Gestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Altruistic behavior; Altruismus; Sozioökonomischer Faktor |
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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |