Thematische Bibliographien / Entrepreneurship education teachers

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  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „Entrepreneurship education teachers“

Autor: Grafiati
Veröffentlicht am 26. Juni 2021
Zuletzt aktualisiert am 3. Februar 2022

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Zeitschriftenartikel zum Thema "Entrepreneurship education teachers"

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Rönkkö, Marja-Leena, und Jaana Lepistö. „Finnish student teachers’ critical conceptions of entrepreneurship education“. Journal of Enterprising Communities: People and Places in the Global Economy 9, Nr. 1 (09.03.2015): 61–75. http://dx.doi.org/10.1108/jec-03-2013-0003.

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Purpose – The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education? Design/methodology/approach – A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012. Findings – The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules. Originality/value – The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.
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Ramzan, Saubia, Muhammad Shakir und Jam Muhammad Zafar. „Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers“. Global Social Sciences Review IV, Nr. I (30.03.2019): 195–204. http://dx.doi.org/10.31703/gssr.2019(iv-i).26.

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This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative data. It was revealed that mostly interviewees agreed on entrepreneurial education should be made a part of national professional standards of teachers. Majority of the trainee teachers appreciated entrepreneurship education. Most of the respondents intervene about imparting and improving entrepreneurial education for prospective teachers’ course. Interviewees are appreciating this step of entrepreneurial intentions in prospective teachers’ course.
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Seikkula-Leino, Jaana, Timo Satuvuori, Elena Ruskovaara und Heikki Hannula. „How do Finnish teacher educators implement entrepreneurship education?“ Education + Training 57, Nr. 4 (11.05.2015): 392–404. http://dx.doi.org/10.1108/et-03-2013-0029.

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Purpose – The purpose of this paper is to ascertain how the people who train Finnish teachers implement entrepreneurship education in the guidance they provide. The authors show how learning through, for and about entrepreneurship manifests in the self-evaluations of Finnish teacher educators. Design/methodology/approach – Data were collected in spring 2012 with a quantitative survey questionnaire to 100 teacher educators and training teachers for vocational and general education, to rectors and managers. Findings – The teacher educators used a relatively large number of the pedagogical models and methods pursued in entrepreneurship education, such as problem based learning, experiential and practical descriptions of situations, and they also encouraged their students to take responsibility and to be self-directed. These can be seen to specifically support learning for entrepreneurship. On the other hand there would still be room for improvement as regards the teacher educators’ guidance through entrepreneurship. Practical implications – It would be appropriate in entrepreneurship education to take account of prospective teachers’ authentic experiences of entrepreneurship. For example, in teacher training greater use could be made of practice enterprises, co-operative operations, on-the-job learning and methods such as the Young Enterprise business incubator. Originality/value – The European Union places particular emphasis on the further development of entrepreneurship education in teacher training. The study opens up perspectives on what kinds of skills teacher educators impart to prospective teachers who will continue in working life until the 2070s.
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Stamatović, Jelena, und Lidija Zlatić. „Entrepreneurship and the Education of Future Teachers“. Revija za elementarno izobraževanje 14, Nr. 1 (24.03.2021): 13–30. http://dx.doi.org/10.18690/rei.14.1.13-30.2021.

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Modern education needs include teachers who possess entrepreneurial competences. The subject of our study is entrepreneurship education in the field of teaching. We conducted semi-structured interviews with senior students of the Faculty of Education in Uzice (N=70). Entrepreneurship education can be realised using formal, non-formal and informal methods in higher education. The fundamentals of entrepreneurship are already represented in the existing curriculum, which cannot be deemed sufficient for systematised knowledge of entrepreneurship. Therefore, faculties of teacher education must be open to new models of activity and content organisation aimed at the development and encouragement of entrepreneurial competences among future teachers.
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Tracz, Mariola, und Tomasz Rachwał. „Przedmiot podstawy przedsiębiorczości - założenia realizacji a przygotowanie nauczycieli“. Przedsiębiorczość - Edukacja 3 (01.01.2007): 286–96. http://dx.doi.org/10.24917/20833296.3.36.

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The implementation of an education about an entrepreneurship to Polish educational system was based on some fundamental assumptions, but only few of them were recognized in the legal acts and partly realized. More of them have a form of postulate and were not implemented; although many experts pointed at their significance. After discourse with practitioners from schools, i.e. methodologists and teachers, most of unrealized assumptions have to be considered as fundamental and essential to proper progress of the education about the entrepreneur- ship. In the first part of the article the most important conditions of effective education about the entrepreneurship - both realized and waiting for implementation - were presented. Great emphasis were putted on controversial problem of including this subject in Matura exam. The functioning of the new subject is a opportunity to reflect on its implementation to the educational system, and on a competency of teachers. Therefore in the second part of the paper, the study of results of the survey conducted among entrepreneurship teachers was presented. Survey aimed at: - identify the level of essential and didactical competences among the entrepreneurship teachers. - identify teacher’s opinion on the forms of education - identify teacher’s opinion on the introducing the basis of entrepreneurship to secondary schools. The results confirm the need of debate about the efficiency of the implementation the assumptions about the introducing the basis of entrepreneurship to schools. Research should be conducted on the model profile of the entrepreneurship teacher. Also new forms of education and self-education for the teachers are needed to meet requirements for modern school - for example e-learning.
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Salminen, L., E. Lindberg, M. L. Gustafsson, J. Heinonen und H. Leino-Kilpi. „Entrepreneurship Education in Health Care Education“. Education Research International 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/312810.

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This study describes the content of entrepreneurship education in health care education and the kinds of teaching methods that are used when teaching about entrepreneurship. Health care entrepreneurship has increased in many countries in recent decades and there is evidence that entrepreneurs have also a role in public health care. Therefore the health care professionals need to be educated to have the entrepreneurial skills. Education in the field of health care is still based on traditional forms of teaching and does not give enough attention to the issue of becoming an entrepreneur. The data was collected from teachers(n=111)via e-mail from six Finnish polytechnics. The data were analysed statistically and the open-ended questions were analysed via content analysis. Approximately 23% of the teachers had taught about entrepreneurship. The most popular teaching methods were company visits and cases, lecturing, and project work. The courses dealt with establishing a company, entrepreneurship in general, and marketing. Nearly all of the teachers had cooperated with the entrepreneurs or with the companies in question. Approximately 33% of the teachers took entrepreneurship into consideration often in other courses related to entrepreneurship.
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Summer, Anita. „Entrepreneurship Education in Mathematics Education for Future Primary School Teachers“. Discourse and Communication for Sustainable Education 10, Nr. 2 (01.12.2019): 89–99. http://dx.doi.org/10.2478/dcse-2019-0020.

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Abstract Teachers act as role models and through their activities are active co-designers of future generations. Independent thinking and taking responsible, sustainable actions form the basis for a vibrant society. Entrepreneurship skills can already be fostered in primary school children. This requires well-trained primary school teachers. The following text deals with the contents of “Entrepreneurship Education and Mathematics”, which the curriculum provides for primary school children as well as for students of primary school education. In a case study the author describes the implementation of a course at the University College of Teacher Education Vienna/Krems as taught since 2015.
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OGUNLEYE, BAMIKOLE OLUDARE. „Science teachers’ knowledge, attitudes and skills as determinants of classroom practices in entrepreneurship education in senior secondary schools in Lagos, Nigeria“. ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, Nr. 2 (30.12.2019): 10–20. http://dx.doi.org/10.29114/ajtuv.vol3.iss2.146.

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Entrepreneurship behaviour is a 21st century attribute required for transforming the industrial and employment space into productive ones. Science students are critical towards the achievement of these requirements. To ensure quality entrepreneurship education, science teachers’ entrepreneurship background and characteristics become germane. This study, therefore, investigated the extent to which science teachers’ entrepreneurship knowledge, attitudes and skills determine their classroom practices in entrepreneurship education in selected Senior Secondary Schools in Lagos, Nigeria. The correlational type of the cross-sectional descriptive research design was adopted. A purposively selected sample of 245 SS2 Science teachers from thirty schools in Lagos mainland, Nigeria participated in the study. Instruments used were: Teacher Entrepreneurship Knowledge Test (r=.86), Teacher Entrepreneurship Attitudes Scale (r=.89), Teacher Entrepreneurship Skills Inventory (r=.85) and Classroom Practices Rating Scale (r=.89). Data were analysed using Pearson Product Moment Correlation and Multiple Regression. Findings showed strong and significant bivariate relationships between each of teachers knowledge (r=.59), attitudes r=.55), skills (r=.52) and classroom practices. The three factors jointly explained 46% of classroom practices with significant relative effects. Teachers require good knowledge, attitudes and skills for effective implementation of entrepreneurship programmes in science education, hence, they need to be exposed to in-service training in entrepreneurial studies.
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Sommarström, Kaarina, Elena Oikkonen und Timo Pihkala. „The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula“. Education Sciences 11, Nr. 5 (03.05.2021): 215. http://dx.doi.org/10.3390/educsci11050215.

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The purpose of this study was to examine the utilization of the opportunities offered by teacher and school autonomy in entrepreneurship education with companies involved. The research question was: How do schools and teachers use their autonomy in the implementation of entrepreneurship education? This research question was complemented by two additional research questions that were: How does teacher autonomy benefit the implementation of entrepreneurship education? and How do teachers want to utilize autonomy in teaching? This qualitative study used content analyses and the data were collected via semi-structured interviews, with a total of 35 people from 23 schools in Finland. The findings show that school and teacher autonomy brought excellent results in implementing entrepreneurship education and, in these cases, the message of the curriculum worked as fuel for the activities carried out by the school and the teachers. At the same time, some groups of schools and teachers disregarded the message of the curriculum for a set of reasons. Hence, the educational authorities nationally and locally need to consider the balance between autonomy and the core curriculum and weigh the pros and cons of the situation. The study suggests further research on teachers’ perceptions of the relationship between the curricula expectations and implementation of entrepreneurship education.
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Ruskovaara, Elena, und Timo Pihkala. „Teachers implementing entrepreneurship education: classroom practices“. Education + Training 55, Nr. 2 (12.04.2013): 204–16. http://dx.doi.org/10.1108/00400911311304832.

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Dissertationen zum Thema "Entrepreneurship education teachers"

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Powell, Lisa Witte James E. „Exploratory study of the philosophy and teaching styles of Alabama workforce education and entrepreneurship instructors“. Auburn, Ala., 2006. http://hdl.handle.net/10415/1321.

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Floyd, Tuboise D. Witte James E. „An exploratory study of the philosophy and teaching styles of Georgia workforce educators and entrepreneurship instructors“. Auburn, Ala, 2010. http://hdl.handle.net/10415/2046.

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Pistorius, Zelma. „Entrepreneurship competence of economic management science teachers in the Kenneth Kaunda District / Pistorius Z“. Thesis, North-West University, 2011. http://hdl.handle.net/10394/7274.

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The disproportionately high unemployment figures for the youth highlight the importance of finding alternative ways of increasing youth participation in the economy. According to the Western Cape Youth Report there are four major factors that have been identified as having a significant influence on the entrepreneurial environment in South Africa, especially as this relates to the youth, namely education and training; social and cultural norms; access to finance and the regulatory environment. Recent data compilations show that many poor and non–poor people in many developing countries face a high degree of financial exclusion and high barrier in access to finance. Although access to finance is a perennial problem for all small businesses, the youth are particularly vulnerable to this limitation. Many extremely poor households operate their own businesses, but do so without ample means. A particularly pernicious problem is that the school system is not producing functionally literate students. For many years financial literacy has been neglected. There was also general agreement that people should be equipped with social skills, but financial literacy was not necessarily included as one of these skills. Many school–leavers do not have sufficient literacy, numeracy and livelihood skills to be able to participate actively in the economy. Pilot initiatives revealed that students often enter university with little knowledge of how to work out a weekly budget or manage money. Many of them in receipt of bursaries and other financial support soon run out of money and lead a hand–to–mouth existence. A comprehensive and well co–ordinated approach to youth entrepreneurship is needed to increase the chances of success for start–ups as well as the chances of existing businesses to progressing from “micro” to fully–fledged small and medium–sized entities. The main objective was to research the entrepreneurship competencies, skills and knowledge of the EMS teacher who will be instrumental in promoting entrepreneurship under the youth of the country. To meet the research objectives a qualitative approach was selected and a questionnaire was used as the survey instrument. A new questionnaire was developed to assess respondents’ perceptions of the importance of entrepreneurial knowledge, skills and training in teaching EMS. The responses received were analysed and assessed and the findings are embodied in the recommendations and proposals of this dissertation. This study is of interest to policy makers, educational institutions and schools as well as to the Department of Education. The results of the study are intended to encourage the Department of Education to make a serious effort to promote entrepreneurship competence, knowledge and skills of primary school teachers.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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Gutierrez, Zepeda Paulina Andrea. „Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions: A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities“. PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2633.

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Entrepreneurs play a major role in the 21st century economy, especially in developing countries such as Chile. Entrepreneurial individuals generate innovative ideas, create jobs, and push older businesses to improve competitiveness. To encourage entrepreneurial skills and mindset among the next generation of students, different public and private initiatives have started to include entrepreneurship education (EE) in all levels of education, especially in higher education. Nowadays, EE is not only about business creation, it is about educating individuals to be capable of creating opportunities using entrepreneurial skills to deal with complex and uncertain environments. Yet, while much is known about how entrepreneurs not only create social, environmental, and economic value, the entrepreneurial process is still not understood well enough. This lack of understanding limits our ability to teach entrepreneurship. The purpose of this mixed methods study was twofold: (1) to explore relationships between faculty teaching perspectives, the experience of the faculty and student entrepreneurial intentions in required entrepreneurship courses at Chilean universities. From this information, I identified those faculty who seem to have differential impact on students entrepreneurial intentions (Phase I: quantitative, secondary data), and (2) to describe and explain how the entrepreneurship faculty define and think about entrepreneurship education and teaching methods (Phase II: qualitative, primary data). This study found that the required entrepreneurship courses in a Chilean university had no impact on student entrepreneurial intentions. However, the study also showed that faculty entrepreneurial experience might be a factor that impacts student entrepreneurial intentions. The qualitative part of the study indicated that while faculty hold a perspective in which entrepreneurship is more than simply business creation and are already using some "learning through" entrepreneurship pedagogical elements, but are still primarily basing classes on "learning for" entrepreneurship strategies such as business plan development.
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Snow, Michelle Hansen. „Music education and entrepreneurship: post-secondary music teacher education and value creation for individuals and communities“. Thesis, Boston University, 2012. https://hdl.handle.net/2144/12633.

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Thesis (D.M.A.)--Boston University
Entrepreneurship is a topic gaining attention within post-secondary education in the United States in a multitude of disciplines outside of the traditional business school. In the discipline of music, entrepreneurship education can be described as an approach to preparing professional musicians that considers the artistic and economic environment they will encounter upon graduation. The aim of entrepreneurship education is to help a student creatively apply her or his education, skills, passion, and vision toward creating a sustainable career in music. Entrepreneurship education may hold particular significance in the realm of music teacher preparation in post-secondary education for its potential to broaden employment opportunities for music educators and to help them create new and expanded value for individuals and communities within and beyond the pre-K-12 school settings for which music educators are traditionally prepared to work. Examples include preparation in studio teaching and community music leadership. Drawing on the historical and theoretical foundations of traditional entrepreneurship, and examining current models of entrepreneurship and entrepreneurial thinking in music education, I develop a conceptual framework for how entrepreneurship education might serve as a means of positively transforming music teacher preparation practices in post-secondary education to better meet the career needs and interests of music education majors and other music majors who aspire to teach music. Programs that are designed to create musical, social, and economic value for individuals and communities may challenge and expand current accepted definitions of "music educator" and might bring greater relevance to the aims, processes, and content involved in music teacher preparation programs. Particular attention is focused upon three entrepreneurial models of music education: the Sistema Fellows Program of El Sistema USA, Musical Futures in the United Kingdom, and the Music-in-Education concentration at New England Conservatory.
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Figueiredo, Mariana Salas. „O ensino do empreendedorismo: o papel do docente, os métodos pedagógicos e a sua relação com a intenção empreendedora“. Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/15684.

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Mestrado em Gestão
Can entrepreneurship be taught, or be learned? This is a question that brings a broad debate to the table. Indubitably, education has an essential role in attitude development and competences promotion. This assumption has fostered entrepreneurship initiatives and course proliferation, seeking to teach entrepreneurship to individuals. The increasing importance of the entrepreneurial spirit leads to the creation and promotion of entrepreneurship initiatives and encouragement of youngsters to have entrepreneurial profiles. Today, entrepreneurship education has a crucial role promoting entrepreneurial mindset s in younger people. It stimulates competence and skill development, which extends beyond the business world. The effects of such education depend on strategy and teaching pedagogies, but mostly on its effective implementation. This gives teachers and higher education institutions the challenge of finding nontraditional methodologies and alternative ways to teach the subject. Therefore, this study aims to explore, through the theory of planned behavior, the effects of entrepreneurship education and its relationship with entrepreneurial intention. Additionally, the essential and challenging role of the teacher is explored, contributing to a better understanding of its significance in entrepreneurship education that is remarkably poorly explored in the literature. Findings reinforce the strength of the theory of planned behavior as an intention measure; in addition, students were found to increase their entrepreneurial intentions, entrepreneurial knowledge and institutional context perceptions after taking a higher education course. Concerning teachers, a consensus was found between their education aims and similarities among their pedagogic methods, topics and forms of evaluation, along with time and resource management struggles.
Pode o empreendedorismo ser ensinado ou, melhor, pode este ser aprendido? Esta é uma questão que tem alimentado uma ampla discussão. Indubitavelmente, a educação tem um papel essencial no desenvolvimento de atitudes e na promoção de competências. Este pressuposto tem fomentado a proliferação de iniciativas e de cursos que visam o ensino do empreendedorismo. A importância do espírito empreendedor leva à criação de actividades de promoção e encorajamento dos jovens a terem perfis mais empreendedores. O ensino do empreendedorismo tem hoje um papel fundamental na promoção de uma mentalidade empreendedora nos jovens, estimulando o desenvolvimento de competências que extravasam a área empresarial. O impacto desta unidade curricular está dependente da estratégia e da metodologia de ensino-aprendizagem escolhida, bem como da sua capacidade de implementação efectiva. Naturalmente, as metodologias e estratégias de ensino-aprendizagem colocam ao docente e às instituições de ensino o desafio de encontrar metodologias não tradicionais e formas alternativas para leccionar o tema. Assim, este estudo pretende explorar, através da teoria do comportamento planeado, o efeito da educação empreendedora na intenção empreendedora dos alunos e a relação entre as duas. Adicionalmente, o papel essencial e desafiante do docente na educação empreendedora é explorado, contribuíndo para um maior entendimento daquele que tem um papel central na educação, mas marcadamente pouco explorado na literatura. Os resultados encontrados reforçam a solidez da teoria do comportamento pleaneado e mostram que os alunos aumentaram as suas intenções empreendedoras, o conhecimento e a percepção do contexto institucional após a frequência de uma disciplina de empreendedorismo. Adicionalmente, encontrou-se um consenso nos objetivos da educação para o empreendedorismo, com pedagogias, contéudos e formas de avaliação semelhantes e dificuldades de gestão de tempo e de recursos.
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Sprankles, William Thomas III. „The Fifth Day Experience: A White Paper Series an Innovative Program to Redesign Schools and Operationalize Deeper Learning“. Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1621252535547665.

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Keidan, Joshua. „Learning, Improvisation, and Identity Expansion in Innovative Organizations“. University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.

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Obeng-Koranteng, Monica. „The challenges of entrepreneurship education : a case study at a selected Ghanaian higher educational institution“. Thesis, 2021. http://hdl.handle.net/10500/27539.

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The objectives, curriculum, pedagogy, teachers, and students are components of entrepreneurship education, perceived as challenges for its implementation and growth. Consequently, most research and discussions have focused on measures to improve them even though little is known about how they constrain entrepreneurship education. Not much is also known about any positive attributes they might have. This study sought to address this gap in literature by exploring the attributes of these educational components, and how they impacted on teaching and learning in a higher education institution in Ghana. Adopting the qualitative case study research approach, data was collected from two classroom sessions, 20 students, four teachers and a programme coordinator, using observation, focus groups and face to face interviews respectively. The study found the educational components had positive and negative attributes that impacted favourably and adversely on teacher decisions and behaviour, and on teaching and learning. The findings points to the need for a more holistic examination of the educational components by researchers and practitioners, to also focus on their merits, to help fashion out more effective and sustainable policies and strategies for entrepreneurship education. The study contribute to literature by shedding light on some merits of the educational components and how they enhance teaching and learning and support the aims of entrepreneurship education. Further research to replicate this study or aspects of it in other contexts and populations is recommended.
Educational Management and Leadership
Ph. D. (Education Management)
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Ajayi, Oluwakemi Bolanle. „Teachers' and learners' views on the role that entrepreneurship education plays in career choice decision-making of Business studies learners in Ekurhuleni Gauteng East District“. Diss., 2018. http://hdl.handle.net/10500/25471.

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As unemployment is on the rise in developing economies as the result of a decline in the global economy during the past decade, increased attention is paid to entrepreneurship as generator of global economic growth. It has been noted that sustainable economic development cannot be achieved without entrepreneurship, nor can a country increase its gross domestic product and stock of wealth, or improve its citizens’ quality of life, if entrepreneurship is not increased. In order to increase the prospect of entrepreneurship in a country, it is necessary to introduce secondary school learners to entrepreneurship from the early grades, specifically the Grades 8 and 9 General Education and Training phase years. To stimulate learners’ interest in the subject, it is important to provide them with appropriate resources and textbooks, competent teachers and a well-structured curriculum. The knowledge and skills gained from studying entrepreneurship could influence learners’ future career choices. The unemployment rate in South Africa is high and 70 per cent of unemployed South Africans are youths. This percentage grows annually as learners exit the Further Education and Training (FET) phase. There is a dearth of literature on the attitudes of South African Business Studies learners in the FET phase towards entrepreneurship as a future career. Additionally, the role that entrepreneurship education plays in the potential career choices of Business Studies learners in the FET phase has not been explored extensively. Consequently this study attempted to explore the role of entrepreneurship education in influencing Business Studies learners in the FET phase in choosing entrepreneurship as a career. A qualitative case study research method was used to conduct the study. Three schools were identified and data were collected from them. The data-gathering methods employed were face-to-face, semi-structured interviews with Business Studies teachers; and focus group interviews with Business Studies learners in the three schools. The objective of the interviews was to determine the respondents’ views on the role that entrepreneurship education plays in learners’ career choices. The findings of the study indicate that teachers and learners strongly agree that entrepreneurship education plays a significant role in learners’ choice of entrepreneurship as a career. However, the respondents (both teachers and learners) highlighted challenges that could prevent learners from choosing entrepreneurship as a career.
Namate ʼn insinking in die wêreldekonomie die afgelope dekadewerkloosheid in ontwikkelende lande laat toeneem het, geniet entrepreneurskap as stimulus vir globale ekonomiese groei groter aandag. Dit is alombekend dat entrepreneurs noodsaaklik is vir volhoubare ekonomiese ontwikkeling. Sonder entrepreneurs kan geen ekonomie groei nie, kan geen land sy bruto binnelandse produk en rykdomreserwe vermeerdernie, en bly sy burgers se lewenstandaard onveranderd. Ten einde entrepreneurs te kweek, moet hoërskoolleerders reeds in Graad 8 en 9, in die jare van Algemene Onderwys en Opleiding (oftewel die AOO-fase), met entrepreneurskap kennis maak. Om hulle belangstelling te prikkel, isgeskikte hulpmiddels en handboeke, bevoegde onderwysers en ʼn behoorlik gestruktureerde kurrikulum noodsaaklik. Die kennis en vaardighede wat leerders in die studie van entrepreneurskap opdoen, kan hulle loopbaankeuse bepaal. Suid-Afrika het ʼn hoë werkloosheidsyfer en 70 persent van die land se werkloses is jongmense. Hierdie persentasie styg jaar na jaar namate leerders die fase vir Verdere Onderwys en Opleiding (VOO) voltooi. Daar is ʼn skaarste aan literatuur oor die vraagof Besigheidstudiein die VOO-fase Suid- Afrikaanse leerders se ingesteldheid jeens entrepreneurskapas loopbaan beïnvloed. Ook is die rol wat onderrig in entrepreneurskap in leerders se keuse van ʼn loopbaan speel, nog nie volledig ondersoek nie. Gevolglik poog hierdie studie om te bepaal of onderrig in entrepreneurskap Besigheidstudieleerders in die VOO-fase entrepreneurs van beroep laat word. ʼn Kwalitatiewe gevallestudie is as navorsingsmetode gebruik. Data is by drie skole ingesamel. By hierdie skole is deels gestruktureerde onderhoude van aangesig tot aangesig gevoer met Besigheidstudieonderwysers en fokusgroeponderhoude met Besigheidstudieleerders. Die doel van die onderhoude was om vas te stel of leerders van mening is dat onderrig in entrepreneurskap hulle loopbaankeuse bepaal. Volgens die bevindings van hierdie studie is onderwysers en leerders dit volkome eens dat onderrig ʼn bepalende rol in leerders se keuse van entrepreneurskap as loopbaan speel. Desnietemin het sowel onderwysers as leerders op uitdagings gewys wat verhoed dat leerders hierdie loopbaan volg.
Psychology of Education
M. Ed. (Psychology of Education)
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Bücher zum Thema "Entrepreneurship education teachers"

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Jian zheng hui huang: Zai Zhe cong ye de wai guo ren fang tan lu, 1978-2008. Hangzhou: Zhejiang da xue chu ban she, 2008.

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2

Golovach, Valentina, und Irina Turchaeva. Organization of production and entrepreneurship in the agro-industrial complex. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1047845.

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The textbook reveals the main categories and concepts in the field of organization of production and entrepreneurship in the field of agro-industrial complex. Special attention is paid to the issues of primary production planning in agricultural organizations and their divisions using process maps. Each section of the manual contains the main theoretical provisions, practical tasks with methodological recommendations, control questions in order to better assimilate the educational material. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for studying the discipline "Organization of production and entrepreneurship in the agro-industrial complex" in the preparation of students of higher educational institutions studying in the direction 35.03.04 "agronomy". It can also be useful for students of other agricultural fields of training and specialties of higher educational institutions, as well as for economists, managers, other employees of agricultural organizations, teachers, etc.
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Morselli, Daniele. The Change Laboratory for Teacher Training in Entrepreneurship Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02571-7.

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4

Branch, Alberta Curriculum. Enterprise and innovation: Teacher resource manual. Edmonton, Alta: Alberta Education Curriculum Branch, 1992.

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5

Morselli, Daniele. The Change Laboratory for Teacher Training in Entrepreneurship Education: A New Skills Agenda for Europe. Cham: Springer Nature, 2019.

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Education, Alberta Alberta, Alberta Curriculum Branch und Alberta. Alberta Education. Career and Technology Studies Program, Hrsg. Enterprise and innovation 20-30: (Business education 10-20-30) (Basic business 20-30) : teacher resource manual February 1991-January 1992. [Edmonton]: Alberta Education, Curriculum Branch, 1991.

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I Said Yes! Real Life Stories of Students, Teachers and Leaders Saying YES! to Youth Entrepreneurship in America's Schools. Gazelles Publishing, 2006.

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8

James, O'Brien, Jenny Reeves, Pauline V. Smith, Christine Forde und Harry Tomlinson. Performance Management in Education: Improving Practice. Sage Publications Ltd, 2002.

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Jenny, Reeves, und British Educational Leadership and Management Association., Hrsg. Performance management in education: Improving practice. London: P. Chapman, 2002.

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O'Brien, James, Jenny Reeves, Pauline V. Smith, Christine Forde und Harry Tomlinson. Performance Management in Education: Improving Practice. Sage Publications Ltd, 2002.

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Buchteile zum Thema "Entrepreneurship education teachers"

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Cieślik, Jerzy. „Kozminski University: Developing Minds for Ambitious Entrepreneurship and Training Teachers at Other Universities“. In Entrepreneurship Education at Universities, 171–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55547-8_7.

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Lilischkis, Stefan. „University of Huddersfield: Entrepreneurship Education Across All Schools and How to Teach the Teachers“. In Entrepreneurship Education at Universities, 481–512. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55547-8_17.

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Nordin, Norshidah, Rohaya Abdul Wahab und Melissa Malik. „Assessing Entrepreneur Education, Perceived Desirability of Self-employment and Entrepreneur Intention Among Trainee Teachers in a Higher Learning Institution“. In Proceedings of the ASEAN Entrepreneurship Conference 2014, 59–69. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0036-2_6.

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Sun, Nuan, und Yaofu Zhang. „The Operation Mechanism of the Construction of Teachers’ Team of Innovation and Entrepreneurship Education in Applied Undergraduate Colleges“. In Application of Intelligent Systems in Multi-modal Information Analytics, 529–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15740-1_72.

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Morselli, Daniele. „The Assessment of Entrepreneurial Education“. In The Change Laboratory for Teacher Training in Entrepreneurship Education, 17–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02571-7_2.

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Morselli, Daniele. „Conclusions: Towards Entrepreneurial Education Through the Change Laboratory“. In The Change Laboratory for Teacher Training in Entrepreneurship Education, 125–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02571-7_7.

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Morselli, Daniele. „Correction to: The Change Laboratory for Teacher Training in Entrepreneurship Education“. In The Change Laboratory for Teacher Training in Entrepreneurship Education, C1. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02571-7_8.

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Morselli, Daniele. „The Research Hypothesis“. In The Change Laboratory for Teacher Training in Entrepreneurship Education, 1–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02571-7_1.

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Morselli, Daniele. „The Change Laboratory in Theory“. In The Change Laboratory for Teacher Training in Entrepreneurship Education, 37–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02571-7_3.

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Morselli, Daniele. „The Change Laboratory in Practice“. In The Change Laboratory for Teacher Training in Entrepreneurship Education, 59–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02571-7_4.

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Konferenzberichte zum Thema "Entrepreneurship education teachers"

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Nicolau, Cristina, und Andreea Herțanu. „QUALITY OF EDUCATION: EDUCATING THE ENTREPRENEURSHIP EDUCATORS, TEACHERS AND TRAINERS“. In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1201.

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Špernjak, Andreja. „DEVELOPING ENTREPRENEURSHIP IN PRE-SERVICE BIOLOGY TEACHERS“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0525.

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Nurhayati, Dwi, Neti Budiwati und Yana Rohmana. „Economic Literacy Studies of Teachers“. In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006883402090214.

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SERB (TANISLAV), Maria Cristina. „Digitalization – a Key Factor in the Personal Professional Development of Human Resources in Educational Organizations“. In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/28.

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In the European Union, we are trying to achieve an extended common area of education, that will have to face the challenges of a more global economy. The current European context offers the possibility of harmonizing VET education systems in the component countries and also the perspective of ensuring the education quality. Present-day researches show that students’ emotional development is decisive for school and life success or mental health. An important role in this process is played by the human resource in VET education. The teacher must be able to provide the opportunity for students to identify, use, understand and manage emotions, in order to communicate effectively, to empathize with those around us, to overcome challenges and to prevent and mitigate conflicts. This research presents an analysis of the role of digitalization in the personalprofessional development of human resources in educational organizations. Mindfulness practices are an important factor in intensifying focus and clarity of mind, processes that can help improve cognitive functions, ultimately having an impact on improving the balance between personal and professional life. This research presents the most important results regarding the need for personal-professional development of teachers through the processes digitalization. The data obtained are the result of applying a questionnaire on a representative sample of teachers from pre-university VET education, from Dambovita county. These served to shape a system of factors with a role in increasing the quality of the teaching process.
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Shapovalov, Valery, Irina Igropulo und Marianna Arutyunyan. „SOCIAL ENTREPRENEURSHIP EDUCATION IN MASTER'S DEGREE'S TRAININGS FOR TEACHERS“. In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0556.

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Ţiţan, Emilia, Daniela-Ioana Manea, Mihaela Mihai und Cristina Cărămidaru. „The Impact of Digital Innovation on Education in Romanian Education“. In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/29.

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Due to the accelerated pace of information and communication technology developments, the digital society and the digital economy have become real and, in turn, pose specific challenges. In this environment, digital skills and competences are essential to achieve the professional success and personal development of any individual. The positive impact that information and communication technology has on education cannot be disputed, but there are also some obstacles that need to be overcome in order to make the most of these benefits. An essential aspect to consider is that technology has repercussions not only on pupils and students, but also on teachers, who must adapt and acquire the knowledge necessary to disseminate information. Having as the main objective of reflecting the impact of digitalization on the educational sector, the paper highlights the basic concepts in the field of digital technology and, at the same time, the current implications on educational processes. At the same time, through logistic regression, the way in which the means of digital innovation influence the education in Romania is analysed and to determine the factors with the highest degree of influence. Modern technology can be considered as synonymous with the future and that is why it is essential that all young students acquire the digital knowledge necessary to revolutionize the educational process and at the same time redefine the recruitment of the labour market.
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Seguí-Mas, Diana, Elies Seguí-Mas, Esther Villajos und José Martí-Parreño. „TEACHERS' INTENTIONS REGARDING THE USE OF GAMIFICATION IN ENTREPRENEURSHIP EDUCATION“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2244.

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Dogaru, Gicu-Valentin. „Authentic Leadership, Requirement for Trade Unions in Education“. In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/07.

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The theme of leadership, as much as it has been studied, remains so inexhaustible, the general need to identify those people and styles that lead to good results and that ensure a pleasant working climate. In this context, we considered useful an approach to authentic leadership but applied to trade unions. It may seem like a paradox at first glance, and maybe, for this reason, the topic of union leadership has not been explored much. In the present study, we want to highlight, in general, the perception of teachers about the need for authentic leadership in trade unions in pre-university education in Romania. The need for knowledge of leadership styles, values on which each of them is based, and dangers and the possibility of the emergence of flawed forms, determined this first exploration. The conclusions show that union members appreciate the need for authentic leadership in trade unions in the education system, which can have a positive influence on the educational process.
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Hautala, Vesa, und Kaisu Paasio. „DEVELOPING ENTREPRENEURSHIP EDUCATION SKILLS AMONG HIGHER EDUCATION TEACHERS: LESSONS LEARNED IN IDEATE PROJECT“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0708.

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Mitru, Alexandru, Loredana-Andreea Păun (Parnic) und Mihai-Claudiu Năstase. „Budget Allocations and Pre-university Educational Policies Promoted by the Romanian Government in the First Decade of the Interwar Period“. In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/33.

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In this research, the authors are investigating the way how the governmental authorities in Romania approached in the first decade of the interwar period the problem of reforming the pre-university education system. Its reorganization was very important for two basic reasons: it had to ensure the national unitary character of the state and, at the same time, it had to have a decisional influence for the development direction of the new state: conservative-traditionalist (peasant) or progressive (industrialized). The principles that stood at the base of the educational policy in Romania during the discussed period, debated and analyzed by the politicians of that time, by the decision-makers, teachers, parents, specialists etc., is an important concern in today's society, given the urgent need to achieve a profound change in today's Romanian pre-university education system. The importance of the study resides from the wish to stretch those Romanian educational traditions necessary to project and implement of a curricula reform today, which should correspond both to the expectations of students, parents and the economic and social needs of contemporary society. Investing in the education system was a matter of national priority because the school was considered a tool for building the Romanian nation in the new geopolitical context. There have been massive investments in expanding the school infrastructure in terms of primary and secondary education, but also in increasing the number of teachers. In 1922 the share of public education expenditures in the state budget expenditures was 10.1%, and in 1928 it rose to 13.4%.
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Berichte der Organisationen zum Thema "Entrepreneurship education teachers"

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Blimpo, Moussa P., und Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), Oktober 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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