Fostering Entrepreneurial Learning in Teacher Education

Industry and Higher Education

This study contributes to the research field of entrepreneurship education by providing a new perspective that combines concepts of the entrepreneurial teacher, entrepreneurial teaching methods and the development of entrepreneurial competences in students. As being entrepreneurial in the teaching context can be explored from various angles, the paper focuses on two important elements of this construct: the innovativeness and risk-taking ability of the teacher. The authors present empirical evidence from 1,011 higher education teachers from 21 different higher education institutions in Finland. The results show that a teacher’s innovativeness and risk-taking ability have a positive relationship with the use of entrepreneurial teaching methods, and influences how the teacher encourages the development of students’ entrepreneurial competences. An innovative and risk-taking teacher varies the teaching methods used in entrepreneurship education. The study suggests that teachers with a l...

Journal of Educational Administration, 2020

PurposeThis study aims to understand of the role that teacher entrepreneurial behavior plays in developing teacher professional capital. The extant concepts around school leadership mostly encompass the transformative and instructional roles of school leaders in managing, mobilizing and supporting teachers for student achievement. However, school leadership has not focused strongly on promoting innovation and risk-taking for schools in a knowledge economy. As a timely promising response to the increasingly demanding and competitive school context, teacher entrepreneurial behaviour (TEB), which emphasizes teachers' willingness to take risks and be daring, has started to gain recognition in the school leadership literature, yet a nuanced understanding of TEB's potential impacts on schools is lacking.Design/methodology/approachBased on a combined consideration of institutionalized recognition and expert judgement, this study identified three innovative entrepreneurial teachers/...

1999

This paper portrays the yearlong process six teacher educators used to study their individual and collective practice. The authors documented their actions, intentions, and beliefs regularly and openly through the use of multiple data sources including their personal histories, the puzzles they face as they prepare teachers, analyses of each others' histories and puzzles, and records of their bimonthly collaborative conferences. Specifically, the authors adapted Seidel et al.'s (1997) collaborative assessment conference protocol as a framework for viewing, interpreting, and challenging each others' work. This paper presents the common themes that represent the authors' work collectively as well as synopses of their individual self-studies, which describe their growth beginning with their personal histories and concluding with descriptions of how the self-study has impacted their current teaching. Finally, the paper makes the case for using their adaptation of Seidel et al.'s collaborative assessment conference protocol as a model for critical examination of self-study data in order to derive applicable knowledge from and for practice.

Journal for Educators, Teachers and Trainers, 2016

We live in a time of unprecedented social, economic, technological and environmental problems and desperately are in need of change and improvement in many different areas on a global scale. Present education systems are fundamentally based on Verbal/Linguistic and Mathematical/Logical Intelligences, defined as IQ, and as a result focus mainly on the functions of the left brain. These systems aim at acquiring similar skills and passing the courses and as a result provide advantages to those who already have an advanced level of these intelligences in their profiles of intelligences. Since these systems assess individuals via standardized and centrally performed tests, they never help individuals to question, to think, be creative, take risks and think critically. The answer to all these concerns is entrepreneurial teaching and teachers. Entrepreneurial teaching which takes individual differences into account and is based on alternative assessment systems has the power to be the ulti...

2009

Entrepreneurship education has gained increasing interest in European Union, and for example in Finland, entrepreneurship education has long been included in the national core curriculum as one of the cross-curricular themes. The success of education and desired implementation is centrally focused on teachers' learning and reflection processes. Thus, we may assume, realizing entrepreneurship education is based on the idea of teachers' learning and their reflection. This paper aims to present teachers' role in the context of entrepreneurship education. We will present our project Measurement Tool for Entrepreneurship Education which focuses on teachers' development as entrepreneurship educators. The preliminary data was collected in the beginning of the project from twenty-nine (29) teachers at basic, upper secondary and vocational secondary education level in 2008. They were asked, for example, to answer the questions about their aims of entrepreneurship education, how they put the entrepreneurship education into practise and what kind of results they have achieved, there. We here concentrate on teachers self reflection; how and what they reflect when writing about entrepreneurship education. The analysis of qualitative data was coded through typological analysis. As a result, teachers highlight cooperation between the subjects essential when aiming to develop the working community to act more entrepreneurial. When describing the aims of entrepreneurship education teachers "out source" themselves but describe the aims for the pupils / students. Finding concerns the aims and practices: teachers seem to have difficulties arguing their aims for entrepreneurship education-when asking the aims, they answer the practices. In conclusion, we would like to stress 1) the development of teachers' learning in terms of their reflection, 2) developing practical tools for their self reflection, and 3) realizing changes of education, like curriculum reforms, from the point of view of teachers' learning. This paper is connected with another paper presented in ESU conference; see also "Entrepreneurship education as a multilayered phenomenon-a steering system for entrepreneurship education" (Pihkala, Ruskovaara, Seikkula-Leino & Pihkala)

Teachers’ commitment to entrepreneurial education determines the effect of an intervention program. The objectives of the study, which was conducted in 2019, were both to explore seventy-five (75) teachers’ perceptions on entrepreneurial education and ways of implementing it and record the differences through a questionnaire which was completed before and after the pilot program. According to the results, the teachers revealed higher mean values in the post-test, compared to the pretest values, in all items of the questionnaire, except from the one that concerned their preparation during the university studies. More specifically, the pilot program seems to have broadened teachers’ knowledge on entrepreneurial education and skills. They also recognized its value in learning engagement and commitment and selected teachers in elementary education and mathematicians in secondary education as the most appropriate professionals to teach entrepreneurship in school as part of all subjects through activities and Information and Communication Technologies (ICT). Finally, according to the findings, networking and cooperation with the headmaster, teachers’ association members, entrepreneurs and parents’ and guardians’ association can have a positive impact on entrepreneurial education. This study highlights the necessity not only to enhance teachers’ knowledge on entrepreneurial education by including it in their undergraduate studies, their in-service training, and the school curricula but also to foster entrepreneurial education at primary and secondary school level.

2015

Entrepreneurship education has gained increasing interest in European Union, and for example in Finland, entrepreneurship education has long been included in the national core curriculum as one of the cross-curricular themes. The success of education and desired implementation is centrally focused on teachers ’ learning and reflection processes. Thus, we may assume, realizing entrepreneurship education is based on the idea of teachers ’ learning and their reflection. This paper aims to present teachers ’ role in the context of entrepreneurship education. We will present our project Measurement Tool for Entrepreneurship Education which focuses on teachers ’ development as entrepreneurship educators. The preliminary data was collected in the beginning of the project from twenty-nine (29) teachers at basic, upper secondary and vocational secondary education level in 2008. They were asked, for example, to answer the questions about their aims of entrepreneurship education, how they put ...

Purpose -The aim of this study is to examine studies conducted on entrepreneurship education in teacher education.

CONTINENTAL J. EDUCATION RESEARCH, 2019

The goal of education is entrepreneurship that is the making of an individual who is self-reliant and self-sufficient. The quality of any system of education also depends on the calibre of teachers who teach students or people in order to acquire one skill or the other. Entrepreneurial education has achieved little success due to inadequate preparation of teachers. This paper therefore attempts to look into teacher’s roles in developing entrepreneurial skills in Nigeria. Teacher’s challenges are examined and possible solution proferred.

This paper has the aim to show how the entrepreneurship can help teachers in their daily activities, bringing advantages both to teachers and students, contributing to their life, academy and career development.