Publication
Title
The role of teacher professional development in financial literacy education : a systematic literature review
Author
Abstract
This paper examines the elements essential to effective teacher professional development (TPD) in financial literacy education by means of a systematic literature review. We provide a theoretical underpinning for the literature review by proposing a revised presentation of an existing general TPD model. Our results provide insight into the student learning goals in financial literacy education, the desirable teaching behaviour, the required teacher quality and the contextual factors that play a role. However, our findings also suggest a lack of studies that systematically investigate whether and how TPD initiatives enhance the effect of financial education on students' financial literacy. Furthermore, existing literature fails to provide insight in how the six key features of TPD should be implemented to optimize its effectiveness.
Language
English
Source (journal)
Educational research review. - Amsterdam
Publication
Oxford : Elsevier sci ltd , 2019
ISSN
1747-938X
Volume/pages
26 (2019) , p. 16-31
ISI
000460086500002
Full text (Publisher's DOI)
Full text (open access)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Project info
Financial literacy@School.
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 10.01.2019
Last edited 04.09.2021
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