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DOI

10.14221/ajte.2017v42n5.4

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.

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COinS

Link to publisher version (DOI)

10.14221/ajte.2017v42n5.4