Understanding economics does not equal understanding the economy: designing teacher education from a socio-economic perspective
by Georg Tafner; Marc Casper
International Journal of Pluralism and Economics Education (IJPEE), Vol. 13, No. 3, 2022

Abstract: Reflected pluralism and controversial discourse are hallmarks of mature science. Although economics as an academic discipline should not be an exception, some debates suggest that it is dominated by a mainstream of neoclassical research and teaching, opposing learning objectives such as critical literacy, multi-disciplinarity, and pragmatic competencies applicable to the real-world economy. Respectively, understanding economics (as an established discipline) does not equal understanding the economy (as a set of real-world phenomena). Thus, especially in economy-related teacher education, many questions concerning how to approach economics as a subject matter remain unanswered. Design-based research can serve as a means of investigating such questions and prototyping new course designs. This paper introduces such an approach, aiming at effective socio-economic course designs and an empirical exploration of how student teachers in Germany and Austria experience pluralism in economics.

Online publication date: Wed, 01-Mar-2023

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