"Is It Just Money?" Critical Preservice Teachers and Struggles for Relevance in Economics

• In Event: AERA Poster Session 10
  In Poster Session: Evaluating Social Studies Teaching and Learning (San Diego)

Abstract

This study utilized a qualitative case study of preservice teachers in an explicitly critical teacher preparation program to explore stated purposes for teaching and their relationship and perceived relevance to economics education as a subdiscipline in social studies. Preservice teachers in this study had difficulty finding relevance between their purpose for teaching and their conceptualization of economics education. This discrepancy was due to a lack of content knowledge and a minimal conception of the boundaries of economics as a discipline. We propose an emphasis on critical Pedagogical Content Knowledge in economics teacher preparation that includes disciplinary critique, deductive theory, and democratic citizenship.

Authors

• Neil Shanks, Baylor University

• Kaleigh Reid, Baylor University