中小學個人理財教育教師的教學準備與能力之研究
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Date
2012-07-31
Authors
黃美筠
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Abstract
國內外對理財教育需求的覺知增長迅速。中小學理財教育日益進展的同時，居於推動理財教育成敗關鍵的，負責教授理財教育的教師的教學能力與需求卻很少受到關注。 而在中小學擔任理財教育教學的教師，並未被期待於要擁有像其他科目所謂的能夠勝任該課程的合格證書的要求，事實上，因為理財教育的概念或主題主要散佈在社會、公民、家政、綜合活動等科目的課程綱要中，因此這些專業各異相關科目的教師，即使可能對理財教育所知有限，也被迫承擔了理財教育的教學責任。在理財教育日益重要的情況下，這些來自不同專業的教師準備好了嗎？他們所需要的理財教育學科知識為何？師資培育者應該如何建構理想的理財教育的師培課程呢？此正是本研究所欲探討的。 本研究以文獻回顧及進行深度訪談與德懷術問卷調查，建構中小學「理財教育學科知識內容」以及「教師應具備的學科知識」。並對中小學階段實施理財教育之師資培育課程規畫提出具體建議。
Teachers are the key to the success of financial education efforts. And while public awareness of the need for financial education has been growing rapidly in recent years, very little is known about the teaching capacity and needs of the teachers who are called upon to deliver this education in the classroom. Since a single accepted certification to teach financial education does not exist, teachers from diverse backgrounds—specializing in home economics, social studies, or civics—are being to assume teach financial education topics that they may know very little about. What is the pedagogical content of finance education course in the current elementary and secondary schools? What is the necessarily pedagogical content knowledge would affect the teaching capacity of elementary and secondary schools’ teachers? How to improve teacher education programs relative to personal finance which could lead to an increase in teachers’ capacity? These are the questions that we will examine in this study. The project did a comprehensive review of the literature, expert interviews and Delphi technique questionnaire surveys to identify what is known about: (1) the pedagogical content of finance education course in the current elementary and secondary schools and (2) the necessarily pedagogical finance education content knowledge of elementary and secondary schools’ teachers. Those would provide information about how to plan the current and future teachers’ preparation courses to teach personal finance education.
Teachers are the key to the success of financial education efforts. And while public awareness of the need for financial education has been growing rapidly in recent years, very little is known about the teaching capacity and needs of the teachers who are called upon to deliver this education in the classroom. Since a single accepted certification to teach financial education does not exist, teachers from diverse backgrounds—specializing in home economics, social studies, or civics—are being to assume teach financial education topics that they may know very little about. What is the pedagogical content of finance education course in the current elementary and secondary schools? What is the necessarily pedagogical content knowledge would affect the teaching capacity of elementary and secondary schools’ teachers? How to improve teacher education programs relative to personal finance which could lead to an increase in teachers’ capacity? These are the questions that we will examine in this study. The project did a comprehensive review of the literature, expert interviews and Delphi technique questionnaire surveys to identify what is known about: (1) the pedagogical content of finance education course in the current elementary and secondary schools and (2) the necessarily pedagogical finance education content knowledge of elementary and secondary schools’ teachers. Those would provide information about how to plan the current and future teachers’ preparation courses to teach personal finance education.