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Assessment of a professional development program and how secondary school teachers use their understanding of wealth management in the classroom.

机译：评估专业发展计划，以及中学教师如何在课堂上运用他们对财富管理的理解。

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摘要

This exploratory study investigates a wealth management (WM) professional development (PD) program and how secondary school teachers' use their understanding of WM in the classroom. Literature search was based on in-service teachers' PD conceptual structure. Theoretical framework for teacher knowledge (TK) focused on four critical assumptions; content knowledge (CK); pedagogical content knowledge (PCK); application knowledge; and assessment knowledge. Data collection was through document review and six teacher interviews. Four themes emerged from the data: preparation for the course; personal reflections of the program; broad understanding of WM to teach across the curriculum; and critical professional development. Findings reveal that teachers increased their WM knowledge by attending the summer institute and enhanced their PCK to confidently integrate WM concepts in different subjects. Teachers found the pre-test was not motivating, but they were satisfied with the evaluation method. Applying WM concepts to non traditional subjects proved a substantial challenge for teachers. A teacher found the program inattentive to French immersion teachers. The program contributed to teachers' understanding of investment issues but insufficient for teachers to self-manage their personal investments. Teachers considered ongoing PD an important learning process. The thesis made five contributions to academic knowledge. A PD program of modest duration can enhance teachers' CK and PCK. Improvements to teacher knowledge facilitate teachers to introduce new methods and materials. WM programs need to provide specific guidance on curriculum integration issues. Although French immersion shortcomings can be addressed by applying additional resources, concerns about male bias may be pervasive in the delivery of WM programs and may impede access of female teachers to opportunities to earn more about WM pedagogy. There are six recommendations that evolved from the study: Redesign the pre-test to increase motivating inquiry; introduce material to cover a wider range of subjects; revise assessments to clearly track changes in teacher knowledge; update content to reflect current events in WM; incorporate teacher designed activities and exemplars; and create a WM community of inquiry to share teacher expertise. A model WM PD curriculum matrix is provided. Tentative reasons for the findings are discussed, with recommendations for theory, practice, and for further research.
机译：这项探索性研究调查了财富管理（WM）专业发展（PD）计划，以及中学教师如何在课堂上利用他们对WM的理解。文献检索基于在职教师的PD概念结构。教师知识（TK）的理论框架集中在四个关键假设上；内容知识（CK）；教学内容知识（PCK）；应用知识；和评估知识。数据收集是通过文件审查和六次老师访谈。数据中出现了四个主题：课程准备；该计划的个人感想；对WM有广泛的了解以在整个课程中进行教学；和关键的专业发展。调查结果表明，教师通过参加暑期班提高了WM知识，并增强了PCK，从而有信心将WM概念整合到不同学科中。老师发现预测试没有动力，但是他们对评估方法感到满意。将WM概念应用于非传统学科对教师而言是一个巨大的挑战。一位老师发现该程序对法国的沉浸式老师没有帮助。该计划有助于教师了解投资问题，但不足以使教师自行管理个人投资。老师们认为进行中的PD是一个重要的学习过程。论文对学术知识做出了五点贡献。持续时间有限的PD程序可以提高教师的CK和PCK。教师知识的提高有助于教师介绍新的方法和材料。 WM计划需要就课程整合问题提供具体指导。尽管可以通过使用额外的资源来解决法国的沉浸式缺陷，但在实施WM计划时可能会普遍担心男性偏见，并可能阻碍女教师获得更多有关WM教育学的机会。该研究提出了六项建议：重新设计预测试以增加激发性的探究；介绍材料以涵盖更广泛的主题；修订评估以明确跟踪教师知识的变化；更新内容以反映WM中的当前事件；纳入教师设计的活动和范例；并创建一个WM查询社区，以分享教师的专业知识。提供了一个模型WM PD课程矩阵。初步讨论了发现的原因，并提供了理论，实践和进一步研究的建议。

著录项

  • 作者

    McLelland, Shanti.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Education Teacher Training.;Education Curriculum and Instruction.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 234 p.
  • 总页数 234
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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