Conceptions of financial literacy among LCS teachers in Swiss vocational education and training
This dissertation project examines a key issue in teaching/learning research. Within the specific context of language, communication and society (LCS) instruction at Swiss vocational schools, the aim will be to ask teachers to share their conceptions (cognitive and non-cognitive aspects) of what financial literacy entails and how it should be taught/learnt in vocational schools.
In addition, a connection will be drawn between these conceptions and the actual lesson plans and learning methods used by these teachers. It is generally accepted that the quality of teaching depends to a large extent on the teachers. Moreover, international studies on performance have identified teachers as a central variable in teaching/learning processes, thereby prompting specialised didactic and pedagogical/psychological researchers to once again focus on the role of teachers. Nevertheless, there is a lack of empirical evidence within the context of vocational education and training, which raises the following key questions:
- How do LCS teachers perceive financial literacy, i.e. what it entails in terms of technical content?
- What similarities or differences exist between how LCS teachers perceive financial literacy from a technical standpoint and existing theoretical frameworks on financial literacy?
- How do LCS teachers feel that financial literacy should be taught/learnt?
- To what extent are the conceptions of LCS teachers implemented in lesson plans and teaching?
Supervisor of the dissertation:
- Prof. Dr. Carmela Aprea (University of Mannheim)
In order to answer these questions, various methodological approaches will be combined. Two different methods of data collection will be used to gather information from teachers about their conceptions. The aim is to enable validation of responses and obtain the most comprehensive picture possible. The first method used will be “concept mapping” and the second will be construct interviews. Phenomenographic and content analysis methods will then be used to analyse the information gathered. Qualitative case studies will be prepared mainly on the basis of classroom observation to enable comparison between the conceptions expressed by LCS teachers and their descriptions of how lessons are planned and taught. When examining how lessons are planned and taught, a content analysis method has been chosen to describe connections with the teacher conceptions identified from concept maps and the information gleaned from interviews.