An Autoethnography on an Elementary School Teacher’s School-based Financial Education Experience

The purpose of this paper is to illuminate the educational value and meaning of school-based financial education by describing an elementary school teacher’s school-based financial teaching experiences from an insider's perspective through autoethnography, a type of qualitative case study. The results of a paper is as follows. Firstly, as an elementary school teacher, I tried to establish an educational foundation for practicing financial education in school and classroom. Secondly, as an elementary financial education expert, I helped students make practical financial decisions by providing them with financial learning experiences connected to real life. Thirdly, as a researcher, I tried to build my own practical knowledge in order to grow into an expert in elementary financial education. Ultimately, these three teaching experiences helped me become an elementary school financial education expert in order to practice school-based financial education. This paper will contribute as an exemplary and practical data for the realization of elementary school-based financial education by presenting practical experiences of school-based financial education from an insider's perspective and reinterpreting them in relation to financial literacy.