There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly overtaken within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subject. The results of a survey of student teachers' levels of economic literacy are analysed and recommendations made for the preparation of teachers to deal effectively with embedded approaches to teaching about economics. |
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CATHERINE FAGAN (2007) Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland, Citizenship, Social and Economics Education, 7(3), 175-188. http://dx.doi.org/10.2304/csee.2007.7.3.175 |
