Economic Literacy Levels of Social Studies Teacher Candidates

Autor/in	Akhan, Nadire Emel
Titel	Economic Literacy Levels of Social Studies Teacher Candidates
Quelle	In: World Journal of Education, 5 (2015) 1, S.25-39 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Social Studies; Preservice Teachers; Foreign Countries; Economics Education; Teacher Education Programs; Mixed Methods Research; Comparative Analysis; Questionnaires; Preservice Teacher Education; Undergraduate Study; Universities; Turkey + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Ausland; Wirtschaftskunde; Fragebogen; Lehramtsstudiengang; Lehrerausbildung; Grundstudium; University; Universität; Türkei
Abstract	The purpose of this study is to determine the levels of economic literacy--an important component of being a good citizen--among seniors studying at social studies teacher program which aims at cultivating good citizens and to find out its relationships in terms of various variables. The quantitative sample of the study was comprised of 726 senior teacher candidates studying at Social Studies Teacher Education Program of the universities from seven different regions in 2013-2014 academic year. The qualitative sample included 436 teacher candidates from the quantitative sample. An Economic Literacy Questionnaire was used to determine the economic literacy levels of teacher candidates and the questionnaire was made up of 3 sections as personal data form, economic literacy test and a student opinion form on the topics of economic literacy. The results from the study revealed that economic literacy levels of social studies teacher candidates were found to be moderate, which also seemed to be supported by the responses of teacher candidates. Based on the results, it is thought to be helpful to increase the number of economics classes in the undergraduate program in order to the increase the economic literacy levels of teacher candidates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01