Teachers' Rationales for High School Economics

Abstract

One widely held rationale for economic education is that it helps develop students who possess an economic way of thinking that can produce better economic problem solvers and citizens. Little has been written about whether classroom teachers of economics hold similar goals and/or rationales for their economics courses. This preliminary study was designed to gather data on two broad questions: (a) what reasons do teachers give for teaching high school economics and (b) what are the major goals these teachers hold for their economics courses and students in those courses? Eight high school economics teachers were interviewed, their responses transcribed and the transcripts analyzed to determine if any patterns emerged. Results suggested that teachers held a range of goals and rationales, some that were incompatible with widely held rationales. Following analysis, three broad ‘themes’; emerged: high school economics as preparation for college economics, economics as life skills or economics as good citizenship.