Todayâs world is characterised by volatility, uncertainty, complexity and ambiguity. Technologi... more Todayâs world is characterised by volatility, uncertainty, complexity and ambiguity. Technological developments are redefining the nature of work, transferring tasks from humans to algorithms or robots. Demographic trends, globalisation, climate change, are also contributing to rapid transformations of labour markets. To thrive in world where technology is pervasive and fast evolving, problems are wide-raging and challenges global, both individuals and collective entities, such as companies or public bodies, need to develop new competences that secure their resilience in the face of a fast changing economy and society. Being able to adapt to change, working well in teams, using office software, assisting customers, using a computer, solving problems, communicating well, being creative and able to prioritise and managing projects are often listed among the skills for the future. These are embedded in the knowledge, skills and attitudes that the 2018 Recommendation on Key Competence...
Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creati... more Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both inWales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.
In recent years, a consensus has grown across the European Union that the acquisition of transver... more In recent years, a consensus has grown across the European Union that the acquisition of transversal skills-including foreign language and entrepreneurial skills-is key to the success of learners in their personal and professional life. The CRADLE teaching methodology for primary school teachers is the first teaching methodology to simultaneously foster both of these skill sets, employing a cross-curricular, activity based , pupil-centred, exploratory teaching and learning approach based on a linear four-step process inspired by Design Thinking with problem-solving and designing solutions in mind. This article discusses the implementation of the CRADLE teaching methodology in six primary schools in three European countries. Based on an analysis of project plans, lesson observations and teachers' feedback during the pilot stage of the methodology, we are able to demonstrate that the methodology is a flexible tool for developing students' knowledge and skills. The observed res...
In recent years, a consensus has grown across the European Union that the acquisition of transver... more In recent years, a consensus has grown across the European Union that the acquisition of transversal skills-including foreign language and entrepreneurial skills-is key to the success of learners in their personal and professional life. The CRADLE teaching methodology for primary school teachers is the first teaching methodology to simultaneously foster both of these skill sets, employing a cross-curricular, activity based , pupil-centred, exploratory teaching and learning approach based on a linear four-step process inspired by Design Thinking with problem-solving and designing solutions in mind. This article discusses the implementation of the CRADLE teaching methodology in six primary schools in three European countries. Based on an analysis of project plans, lesson observations and teachers' feedback during the pilot stage of the methodology, we are able to demonstrate that the methodology is a flexible tool for developing students' knowledge and skills. The observed results provide evidence of increased pupil interest and involvement, successful acquisition of foreign language and communication skills (accuracy and fluency in speaking, vocabulary development, ability to express opinions and ideas, answer questions and understand instructions) and emerging entrepreneurial skills such as self-efficacy, creativity, valuing ideas, taking initiatives, planning and management, and working with others.
Todayâs world is characterised by volatility, uncertainty, complexity and ambiguity. Technologi... more Todayâs world is characterised by volatility, uncertainty, complexity and ambiguity. Technological developments are redefining the nature of work, transferring tasks from humans to algorithms or robots. Demographic trends, globalisation, climate change, are also contributing to rapid transformations of labour markets. To thrive in world where technology is pervasive and fast evolving, problems are wide-raging and challenges global, both individuals and collective entities, such as companies or public bodies, need to develop new competences that secure their resilience in the face of a fast changing economy and society. Being able to adapt to change, working well in teams, using office software, assisting customers, using a computer, solving problems, communicating well, being creative and able to prioritise and managing projects are often listed among the skills for the future. These are embedded in the knowledge, skills and attitudes that the 2018 Recommendation on Key Competence...
Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creati... more Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both inWales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.
In recent years, a consensus has grown across the European Union that the acquisition of transver... more In recent years, a consensus has grown across the European Union that the acquisition of transversal skills-including foreign language and entrepreneurial skills-is key to the success of learners in their personal and professional life. The CRADLE teaching methodology for primary school teachers is the first teaching methodology to simultaneously foster both of these skill sets, employing a cross-curricular, activity based , pupil-centred, exploratory teaching and learning approach based on a linear four-step process inspired by Design Thinking with problem-solving and designing solutions in mind. This article discusses the implementation of the CRADLE teaching methodology in six primary schools in three European countries. Based on an analysis of project plans, lesson observations and teachers' feedback during the pilot stage of the methodology, we are able to demonstrate that the methodology is a flexible tool for developing students' knowledge and skills. The observed res...
In recent years, a consensus has grown across the European Union that the acquisition of transver... more In recent years, a consensus has grown across the European Union that the acquisition of transversal skills-including foreign language and entrepreneurial skills-is key to the success of learners in their personal and professional life. The CRADLE teaching methodology for primary school teachers is the first teaching methodology to simultaneously foster both of these skill sets, employing a cross-curricular, activity based , pupil-centred, exploratory teaching and learning approach based on a linear four-step process inspired by Design Thinking with problem-solving and designing solutions in mind. This article discusses the implementation of the CRADLE teaching methodology in six primary schools in three European countries. Based on an analysis of project plans, lesson observations and teachers' feedback during the pilot stage of the methodology, we are able to demonstrate that the methodology is a flexible tool for developing students' knowledge and skills. The observed results provide evidence of increased pupil interest and involvement, successful acquisition of foreign language and communication skills (accuracy and fluency in speaking, vocabulary development, ability to express opinions and ideas, answer questions and understand instructions) and emerging entrepreneurial skills such as self-efficacy, creativity, valuing ideas, taking initiatives, planning and management, and working with others.
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Papers by Rebecca Weicht
education in teacher education both inWales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at
UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions
of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.
education in teacher education both inWales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at
UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions
of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.