The Teagle Debate: Should Academic Economists Think Like Teachers?
- Publisher:
- University of Queensland
- Publication Type:
- Journal Article
- Citation:
- Australasian Journal of Economics Education, 2010, 7 (2), pp. 64 - 80
- Issue Date:
- 2010-01
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
 | 2013007038OK.pdf | 301.1 kB |
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
This paper reviews the Teagle Report on ways to return economics education to its liberal arts roots. Twenty-five respondents were invited to argue for or against this proposition and in the process to outline economics educators contemporary views on teaching and learning. The paper argues that there is a strong commitment among the books contributors to critical thinking, finding a balance between depth and breadth of learning, addressing big think questions and demonstrating examples of how economists solve economic problems. It also argues that there is equally strong agreement that the undervaluing of teaching begins with U.S. graduate education in economics which is designed for researchers rather than teachers. The paper compares educational and economic ways of thinking about economics education, and considers the likely impact of the Teagle Reports suggestions for recruiting those who think like economists and encouraging them to think like teachers.
Please use this identifier to cite or link to this item: