Toward Critically Compassionate Financial Literacy: How Elementary Preservice Teachers View the Standards

Autor/inn/en	Lucey, Thomas A.; Henning, Mary Beth
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01