Teachers' perceptions of financial literacy and the implications for professional learning

Carly Sawatzki, Peter Arnold Sullivan

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Consumer, economic and financial literacy education at school is central to active and informed citizenship. Over the past decade, the Australian Securities and Investments Commission has led various policy initiatives and influenced curriculum and resource development in this area. However, there remains a paucity of research exploring how Australian teachers make sense of and approach their work as financial literacy educators or their professional learning needs and interests in this interdisciplinary field. This article reports research exploring practising teachers' perceptions of the opportunities for financial literacy teaching and learning. Data were collected from 35 teachers in 16 Victorian primary schools. The findings suggest a need to educate teachers to: reflect upon the knowledge, skills and capabilities required to make informed financial decisions; identify and interpret the possibilities for financial literacy teaching and learning in the Australian Curriculum; and enact sophisticated pedagogical practice.
Original languageEnglish
Pages (from-to)51-65
Number of pages15
JournalAustralian Journal of Teacher Education
Volume42
Issue number5
Publication statusPublished - 2017
Externally publishedYes

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literacy
teacher
learning
curriculum
Teaching
primary school
citizenship
educator
resources
school
economics
education

Cite this

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Teachers' perceptions of financial literacy and the implications for professional learning. / Sawatzki, Carly; Sullivan, Peter Arnold.

In: Australian Journal of Teacher Education, Vol. 42, No. 5, 2017, p. 51-65.

Research output: Contribution to journalArticle

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