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Teaching financial literacy: Competence, context and strategies among Swedish teachers
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0002-0019-471X
2019 (English)In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 18, no 2, p. 28-48, article id 10.4119/jsse-1426Article in journal (Refereed) Published
Abstract [en]

Purpose: The aim of this article is to compare if and how experienced and novice teachers differ from each other regarding teaching and expressed aims regarding their financial literacy education.

Method: Thematic analysis together with the PCK framework were used to analyse 21 teacher interviews.

Findings: Both aims and teaching differ between experienced and novice teachers even though none of the interviewed teachers has any formal content knowledge regarding financial literacy. This seems related to experienced teachers using their everyday financial knowledge when teaching where novice teachers use their pedagogical skills and refer to syllabus.

Practical implications: Both pre-service and in-service teachers should receive a financial literacy education. Teachers’ experience from financial literacy instruction should be considered when designing teacher training in financial literacy.

Place, publisher, year, edition, pages
Bielefeld: Sowi-online e.V. , 2019. Vol. 18, no 2, p. 28-48, article id 10.4119/jsse-1426
Keywords [en]
Financial literacy, PCK, Experienced teachers, Novice teachers, Social Science
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
URN: urn:nbn:se:su:diva-171446DOI: 10.4119/jsse-1426OAI: oai:DiVA.org:su-171446DiVA, id: diva2:1341291
Available from: 2019-08-08 Created: 2019-08-08 Last updated: 2019-08-26Bibliographically approved

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