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Teacher Candidates Respond to Teaching the Junior Achievement Curriculum

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  • Leisa A. Martin

Abstract

Junior Achievement is an international nonprofit organization that is committed to improving the life of elementary, middle, and high school students by helping them understand the relevance of personal finance, economics, and entrepreneurship in the local and global marketplace. It is a potential resource for teacher education programs that seek an additional option for a field experience placement or wish to supplement an existing field experience placement. In this study, 19 middle school teacher candidates from a variety of content areas were provided a chance to coteach a Junior Achievement unit with a fellow classmate at a local school. After participating in the Junior Achievement project, 100% of the participants found the scaffolding component of the Junior Achievement curriculum to be helpful or very helpful, 95% of the participants reported that they benefited personally, and 100% reported that they benefited professionally from the experience. Junior Achievement provides teacher education programs an opportunity to view field experience from a different perspective, and through collaboration, universities, community partners, and schools have the potential to achieve more together than they can individually.

Suggested Citation

  • Leisa A. Martin, 2017. "Teacher Candidates Respond to Teaching the Junior Achievement Curriculum," SAGE Open, , vol. 7(1), pages 21582440176, March.
    • Handle: RePEc:sae:sagope:v:7:y:2017:i:1:p:2158244017697159
    DOI: 10.1177/2158244017697159
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    References listed on IDEAS

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    1. Suciu Marta-Christina & Lacatus Maria Liana, 2013. "A New Challenge In Eu: Effective Financial Education," Annals of Faculty of Economics, University of Oradea, Faculty of Economics, vol. 1(1), pages 561-571, July.
    2. Bruce Ian Carlin & David T. Robinson, 2012. "Financial Education and Timely Decision Support: Lessons from Junior Achievement," American Economic Review, American Economic Association, vol. 102(3), pages 305-308, May.
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