Prospective primary teacher´s reflection about the development of children's financial literacy

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73610236" target="_blank" >RIV/61989592:15410/21:73610236 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/UHLIROVA2021PRO" target="_blank" >https://library.iated.org/view/UHLIROVA2021PRO</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2021.1006" target="_blank" >10.21125/edulearn.2021.1006</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Prospective primary teacher´s reflection about the development of children's financial literacy

Popis výsledku v původním jazyce

The paper will present the partial results of The Financial Literacy in Primary Education study (FLPE) that was launched in 2020. The purpose of this research was to describe the current state of primary financial education in Czech Republic. Financial education in Czech Republic is mandatory and is anchored in curricular documents. Financial literacy is not a separate course in the Czech Republic. It is incorporated into Mathematics, Social Studies and Citizenship Education, or is carried out in some form of project-based learning within the curriculum of these courses. The form of instruction and allocation of hours remain voluntary. There is not any uniform methodology on how to teach financial literacy. The aforementioned information tells us, that development of financial literacy is not uniform and is heavily dependent on individual attitudes and conditions of individual schools. Teacher assumes a key role in developing financial literacy fo pupils. In this article, we will be focusing on reflections by future primary school teachers regarding the problematics of financial education. We will be interested in what relationship future teachers have towards financial education, how deep is their insight into the structure of financial literacy and if they feel to be professionally prepared in this area. The method chosen for this research was a non-standardised questionnaire survey. Analysis of the results concluded that students are aware of significance financial literacy and its inclusion from young age carries. Teacher’s readiness to teach this subject is imperative. However, students do not feel sufficiently professionally prepared to teach financial literacy. Most would welcome the option to attend specialised courses. Conclusions found present an incentive for revision of concept of professional preparation of future teachers.

Název v anglickém jazyce

Prospective primary teacher´s reflection about the development of children's financial literacy

Popis výsledku anglicky

The paper will present the partial results of The Financial Literacy in Primary Education study (FLPE) that was launched in 2020. The purpose of this research was to describe the current state of primary financial education in Czech Republic. Financial education in Czech Republic is mandatory and is anchored in curricular documents. Financial literacy is not a separate course in the Czech Republic. It is incorporated into Mathematics, Social Studies and Citizenship Education, or is carried out in some form of project-based learning within the curriculum of these courses. The form of instruction and allocation of hours remain voluntary. There is not any uniform methodology on how to teach financial literacy. The aforementioned information tells us, that development of financial literacy is not uniform and is heavily dependent on individual attitudes and conditions of individual schools. Teacher assumes a key role in developing financial literacy fo pupils. In this article, we will be focusing on reflections by future primary school teachers regarding the problematics of financial education. We will be interested in what relationship future teachers have towards financial education, how deep is their insight into the structure of financial literacy and if they feel to be professionally prepared in this area. The method chosen for this research was a non-standardised questionnaire survey. Analysis of the results concluded that students are aware of significance financial literacy and its inclusion from young age carries. Teacher’s readiness to teach this subject is imperative. However, students do not feel sufficiently professionally prepared to teach financial literacy. Most would welcome the option to attend specialised courses. Conclusions found present an incentive for revision of concept of professional preparation of future teachers.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN21 Proceedings

ISBN

978-84-09-31267-2

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

8

Strana od-do

4872-4879

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Online Conference

Datum konání akce

5. 7. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—