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Rönkkö, Marja-Leena, and Jaana Lepistö. "Finnish student teachers’ critical conceptions of entrepreneurship education." Journal of Enterprising Communities: People and Places in the Global Economy 9, no. 1 (March 9, 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, and Jam Muhammad Zafar. "Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers." Global Social Sciences Review IV, no. I (March 30, 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, and Heikki Hannula. "How do Finnish teacher educators implement entrepreneurship education?" Education + Training 57, no. 4 (May 11, 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, and Lidija Zlatić. "Entrepreneurship and the Education of Future Teachers." Revija za elementarno izobraževanje 14, no. 1 (March 24, 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, and Tomasz Rachwał. "Przedmiot podstawy przedsiębiorczości - założenia realizacji a przygotowanie nauczycieli." Przedsiębiorczość - Edukacja 3 (January 1, 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, and 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, no. 2 (December 1, 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, no. 2 (December 30, 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, and Timo Pihkala. "The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula." Education Sciences 11, no. 5 (May 3, 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, and Timo Pihkala. "Teachers implementing entrepreneurship education: classroom practices." Education + Training 55, no. 2 (April 12, 2013): 204–16. http://dx.doi.org/10.1108/00400911311304832.
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TARHAN, Murat. "Perceptions of Pre-service Teachers Regarding Entrepreneurship Education: A Metaphoric Study." International Journal of Psychology and Educational Studies 8, no. 2 (April 19, 2021): 61–75. http://dx.doi.org/10.52380/ijpes.2021.8.2.315.
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Without being aware of it, metaphorical concepts reveal their expressions word for word in our social life. It is the expression of thoughts using concrete and abstract concepts. The aim of this study is to reveal the mental perceptions of teacher candidates about entrepreneurship education and entrepreneurship skills by using metaphors. The participants of the study are teacher candidates studying in ten different branches at the Faculty of Education in Bolu Abant İzzet Baysal University in the 2019-2020 academic year. In the research, as a data collection tool, a form that includes the expression "Entrepreneurship education / entrepreneurship skill…… because……" was used to identify metaphors for entrepreneurship education. The data obtained from the data collection tool were analyzed using qualitative data analysis techniques. Content analysis and metaphor analysis were used in the analysis of the data. According to the findings obtained from the study, pre-service teachers produced a total of 100 metaphors for entrepreneurship education and entrepreneurship skills. These metaphors have been classified into three categories in total, without metaphors for the theoretical framework of entrepreneurship education, metaphors for the values of entrepreneurship education, and metaphors for skills of entrepreneurship education.
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Rico Alonso, Angélica, and Angela Cardenas. "Entrepreneurship in High School Education – Perspectives of Colombian Teachers." Multidisciplinary Journal of School Education 9, (2) 18 (December 31, 2020): 35–60. http://dx.doi.org/10.35765/mjse.2020.0918.02.
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The term entrepreneurship has been seen from a productive perspective, tending towards the development of business ideas. However, today it is also associated with the strengthening of skills and attitudes on a personal level. In Colombia, Law 1014 of 2006 regulates entrepreneurship as part of academic training, at all educational levels. Despite it being an initiative raised by the government, concrete actions on the subject are being directed by teachers in classrooms. For this reason, the views of high school teachers, through the lens of qualitative research, are essential for exploring the reality that education occupies in this aspect, and that increasingly highlights some obstacles which hinder its progress.
Therefore, the aim of this article – immersed in the framework of a doctoral thesis about the practices of entrepreneurship among high school teachers in public schools in Bogotá – is to expose which actions have been aimed at integrating entrepreneurship into Colombian high school education from the experience of teachers, as well as to unveil their criticism of the absence of the entrepreneurial process from the first grades established in the law, the role of the National Service of Learning (SENA) as an important institution in Colombia related to entrepreneurship in the classrooms, the lack of a more human vision that is less focused on production in entrepreneurship education, and the huge gap in teacher training in the area.
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Rigg, Elizabeth, and Stella van der Wal-Maris. "Student Teachers’ Learning About Social Entrepreneurship Education – A Dutch Pilot Study in Primary Teacher Education." Discourse and Communication for Sustainable Education 11, no. 1 (June 1, 2020): 41–52. http://dx.doi.org/10.2478/dcse-2020-0005.
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AbstractThe importance of sustainable education is increasingly being seen over the last decade. One way is by offering social entrepreneurship education (SEE): education that addresses engagement (empathy, compassion and care) and entrepreneurship. In a Dutch institute for primary teacher education, a pilot study was undertaken on SEE. Student teachers were instructed to design games that stimulate social entrepreneurship of children aged 8–12, and especially aim at enhancing empathy. Game designing appears to offer good opportunities for the enhancement of empathy. This study reveals what the students enrolled in the pilot (n=8) perceived to have learned about SEE, and in particular about the enhancement of empathy. The students saw a relationship between empathy, sustainability issues and SEE. They had the impression certain game conditions, competences and teacher characteristics stimulated SEE and empathy. Game designing offered good opportunities to enhance empathy and helped the students to increase their understanding of SEE.
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Iredale, Norma. "Enterprise and Entrepreneurship in Higher Education: Building Bridges and Creating Networks." Citizenship, Social and Economics Education 5, no. 2 (June 2002): 101–14. http://dx.doi.org/10.2304/csee.2002.5.2.101.
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This article describes a Canadian/European Community exchange programme between a number of higher educational institutions in Atlantic Canada, Finland, Sweden and the UK. The project, which aimed to promote Enterprise and Entrepreneurship Education in Teacher Education, was undertaken over a three-year period. The principal aim was to share good practice and expertise relating to Enterprise and Entrepreneurship Education at all levels and to promote opportunities for further interaction. The programme involved student and practising teachers and teacher educators. The introduction of Enterprise and Entrepreneurship Education requires elements of change on the part of the teacher and the curriculum. Attention is drawn to some of the difficulties that have been raised in relation to such change and describes how similar issues were highlighted by the project. It considers what means might be used to overcome the challenges that are presented in order to engage teachers in Enterprise and Entrepreneurship Education for the benefit of young people.
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Gifford, Ethan. "Theory-driven methods for practical entrepreneurship: Hypothesis testing in entrepreneurship education." Industry and Higher Education 35, no. 4 (June 21, 2021): 497–504. http://dx.doi.org/10.1177/09504222211021761.
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This account of practice focuses on an augmented Customer Development methodology which the author adopted for a module in a Master’s program in Entrepreneurship at a Swedish business school. The article details the techniques underlying this augmented methodology, and the journey toward its implementation. By conceptualizing “hypotheses” as testable statements linking together blocks of the Business Model Canvas, and “assumptions” as students’ assessments of the contents of each block at the outset of the process, the author provides a more pedagogical as well as a more scientifically and theoretically consistent model. Its effectiveness was assessed through discussing these changes with students who had recently taken the course prior to the author’s appointment as teacher. Adaptations such as this could provide an effective method for teachers who want to update an existing course, or who have recently been appointed to a new course focusing on practical aspects of entrepreneurship. Alternatively, it could help to inspire teachers who wish to augment course content to draw more on coherent theory building and good scientific practice, as are most often suited to Master’s level studies, but without radically altering the lesson plan, syllabus or reading material.
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Prihadi, Wisnu Rachmad, Abdul Malik, and Suparman Suparman. "IMPLEMENTASI PEMBELAJARAN KEWIRAUSAHAAN SMK BIDANG KEAHLIAN TEKNIK KONSTRUKSI DAN PROPERTI DI YOGYAKARTA." Jurnal PenSil 10, no. 1 (January 18, 2021): 18–28. http://dx.doi.org/10.21009/jpensil.v10i1.18441.
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Entrepreneurship subjects has several times changed names and learning method. Entrepreneurship subjects which are currently based curriculum 2013 revision 2017. Purpose of this study is to look at the goals and objectives of the achievement in entrepreneurship subjects in curriculum 2013 revision 2017, determine the suitability of basic competence of entrepreneurship taught by teacher. This type of research is a descriptive study to look at the implementation of entrepreneurial learning. The research subjects were teachers who taught creative products and entrepreneurship in vocational schools. The results obtained a description of the learning output in the form of the level of achievement of the goals that have been planned by the Ministry of Education and Culture, stating that teachers are optimistic about achieving entrepreneurial education goals, teachers' knowledge of student business start-ups has difficulties in making business company start-ups, while in terms of business activities / business startups created and managed by student groups need assistance in its implementation. The teacher's knowledge of the average sales of products/ services shows all programs are able to selling their products with varying nominal values and are sufficient to be able to make selling-worthy creative products/ services accordance with the competence of their expertise. The goal of achieving the goals obtained by KD from the Ministry of Education and Culture has supported.
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Onstenk, Jeroen. "Entrepreneurship and Vocational Education." European Educational Research Journal 2, no. 1 (March 2003): 74–89. http://dx.doi.org/10.2304/eerj.2003.2.1.12.
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Entrepreneurship is an important European Union objective for education and lifelong learning policies (European Community, 1999). This article reports the results of a research project on entrepreneurship competencies in higher and vocational education commissioned by the Dutch Ministry of Economic Affairs. A three-layered concept of entrepreneurship competencies is presented. The way in which innovations in higher and vocational education develop competencies for entrepreneurship, enterprising behaviour and employability is analysed. The views of students and teachers in entrepreneurship-oriented education are presented. The article ends with recommendations on promoting entrepreneurship competencies in (vocational) education and lifelong learning.
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Choinkowska, Elżbieta. "Budowanie postaw przedsiębiorczych w pracy pedagogicznej przez oddziaływanie psychologiczne." Przedsiębiorczość - Edukacja 8 (January 1, 2012): 127–36. http://dx.doi.org/10.24917/20833296.8.11.
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This article was prepared for teachers working with children and teenagers. It presents views concerning psychology of education in order to contribute to a long and animated discussion about education and its development paths. The psychological reference in education is a rarity at present, which may be due to abundant and very broad European curricula, which in turn, results in teachers concentrating on instilling the knowledge, but forgetting about educating children. The paper discusses the aspects of shaping the entrepreneurial attitudes at school, but also on a number of other factors that can affect education of young people. Studying psychological aspects of teenagers’ education allows for specifying how this crucial issue should be handled. The presented conclusions should further enliven discussions on the entrepreneurship at school by introducing a point of view of psychologist who understands educating mechanism differently than a teacher. However, the problems presented in this article cannot be resolved only through a discussion. Certain actions by authorities are required in addition to a change in teachers’ mentality who when teaching entrepreneurship should enforce it by their own entrepreneurial attitude. A prime conclusion, which can be drawn after reading this article, explicitly determines entrepreneurship not as a field of knowledge, but personality trait, which knows how to use certain information.
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Ahmed, Nisar, Muhammad Arshad, and Muhammad Hameed Nawaz. "Developing Entrepreneurship in Pakistan through Higher Education." Global Social Sciences Review IV, no. IV (October 30, 2019): 119–25. http://dx.doi.org/10.31703/gssr.2019(iv-iv).16.
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This research intended to explore deficit and strategies to improve entrepreneurship regarding higher education in Pakistan. The study was descriptive in nature. It would utilize quantitative cum qualitative research techniques. Quantitative data were obtained through questionnaires and qualitative data from interviews. The population was comprised of all teachers and students who are getting entrepreneurship education in Business Incubation Centres (BIC) supported by Higher Education Commission in public sector universities. The sample of the research were 40 teachers and 200 students selected through random sampling technique. Data were analyzed through descriptive and thematic approach. The findings of the study showed that HEC was not playing an active role regarding entrepreneurship and demanded that special funds, infrastructure, and faculty should be provided to promote entrepreneurship. Institutions may offer useful training programs in colleges and universities for better career prospect and also focused on continuous professional development of teachers to enhance entrepreneurship education.
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Sommarström, Kaarina, Elena Oikkonen, and Timo Pihkala. "Entrepreneurship education – paradoxes in school–company interaction." Education + Training 62, no. 7/8 (March 28, 2020): 933–45. http://dx.doi.org/10.1108/et-08-2019-0171.
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PurposeThe purpose of this paper studies the role of paradoxes in the adoption of entrepreneurship education (EE) in schools.Design/methodology/approachQualitative research methods were used, and the data were collected via semi-structured interviews with Finnish teachers and principals.FindingsParadoxes are an important factor slowing the adoption of EE. Paradoxes appear to arise from teachers' misunderstandings, high personal standards of pedagogy and an unwillingness to change their routines. In schools, principals still regard EE as a newcomer that is easily abandoned should any difficulties emerge. The principals show unwillingness to take responsibility for managing EE or to establish relationships with companies.Research limitations/implicationsThe study represents Finnish practice in basic education. Due to the qualitative methodology applied, the generalizability of the results is limited. Quantitative research on the teachers' and principals' behaviour related to paradoxes in EE is needed. Furthermore, the pedagogical prioritization related to the introduction of EE warrants more research.Practical implicationsThe results suggest good opportunities exist in training to prepare teachers and principals to anticipate the difficulties of EE.Originality/valueThe study introduces a new understanding of the difficulties in the adoption of EE. Paradoxes are important factors to take into account in the promotion of EE. Paradoxes stem from teachers' misunderstandings, misconceptions and their unwillingness to change. Principals seem unwilling to assume their responsibilities in managing EE. The study highlights opportunities for managing the emergence of these paradoxes by preparing teachers and principals better on the difficulties and unexpected outcomes of EE.
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Žibėnienė, Gintautė, and Rita Virbalienė. "SHARED UNDERSTANDING ON THE CONCEPT OF ENTREPRENEURSHIP EDUCATION BY TEACHERS AND BUSINESSMEN / THE CONCEPT OF ENTREPRENEURSHIP EDUCATION IN LITHUANIAN SCHOOLS SHARED BY TEACHERS AND BUSINESSMEN." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 505. http://dx.doi.org/10.17770/sie2014vol1.792.
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The article highlights the importance of entrepreneurship education in a modern day educational institution. Strategic documents of the EU invite the educational institutions to cooperate more actively with the business world in order to have the best quality entrepreneurship education. So the main aim of the research is to determine the concept of entrepreneurship shared by teachers and businessmen. Firstly, the concept of entrepreneurship and its development is reviewed, taking into account the legislations and scientist observations. The second part of the article presents the similarities and differences on the concept of entrepreneurship from the point of view of teachers and businessmen. These differences can suggest what relevant aspects, indicated by the representatives of the business world, could be included into the process of organization of the entrepreneurship education and to improve.
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Ruskovaara, Elena, Minna Hämäläinen, and Timo Pihkala. "HEAD teachers managing entrepreneurship education – Empirical evidence from general education." Teaching and Teacher Education 55 (April 2016): 155–64. http://dx.doi.org/10.1016/j.tate.2016.01.004.
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Fejes, Andreas, Mattias Nylund, and Jessica Wallin. "How do teachers interpret and transform entrepreneurship education?" Journal of Curriculum Studies 51, no. 4 (June 30, 2018): 554–66. http://dx.doi.org/10.1080/00220272.2018.1488998.
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Aydogdu, Bulent, Koray Kasapoglu, Nil Duban, Tugba Selanik Ay, and Fatih Ozdinc. "EXAMINING CHANGE IN PERCEPTIONS OF SCIENCE TEACHERS ABOUT E-STEM." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 696–717. http://dx.doi.org/10.33225/jbse/20.19.696.
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Professional development programs might affect teachers' perceptions of how STEM disciplines are interconnected. The purpose of this research was to examine the change in perceptions of science teachers particularly in disadvantageous schools, who participated in a practice-based professional development program offered in Turkey, about STEM, entrepreneurship, and E-STEM, and their experiences related to E-STEM. This qualitative research had a phenomenological design. The participants were totally 30 science teachers who were teaching in each of the seven geographical regions of Turkey. The data were collected through semi-structured pre- and post-focus group interview forms finalized after the expert review and pilot study. Furthermore, the science teachers were asked to keep a diary about the implementation process throughout the research. The data collected through focus group interviews were examined using content analysis and the data collected through the diaries were examined using descriptive analysis. The findings of the study indicate that the science teachers defined E-STEM as a process containing the aspects of entrepreneurship (communication, perseverance and determination, self-confidence, motivation, risk-taking, presentation, and marketing) more comprehensively compared to the pre-interviews. Keywords: STEM education, E-STEM education, science teacher, teacher education
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Khan, Najmonnisa, Lubna Oad, and Rabia Aslam. "ENTREPRENEURSHIP SKILLS AMONG YOUNG LEARNER THROUGH PLAY STRATEGY: A QUALITATIVE STUDY." Humanities & Social Sciences Reviews 9, no. 2 (March 18, 2021): 64–74. http://dx.doi.org/10.18510/hssr.2021.927.
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Purpose: Entrepreneurship is a creative skill, offers theoretical and practical information to support individuals’ economic growth in society. The research examines teachers’ expectations and awareness of developing entrepreneurship skills among young learners and defines the connection between play strategy and entrepreneurial skills in early childhood education (ECE).
Methodology: The researcher employed a qualitative research approach. The population of the study comprised of ECE teachers. A purposive sampling technique was used, and twelve ECE teachers were interviewed from six different ECE Centers District East and Central, Karachi. Thematic analysis was used to analyze the data.
Results: Findings showed that teachers have very limited knowledge or don’t have an understanding of entrepreneurship. According to them, this skill is related to business, and it can be done only through heavy investment. According to teachers’ opinions, it isn’t easy to teach students about entrepreneurship skills in early childhood education. However, they also stated that students are trained in preschools through multiple exercises. The play method is one of the many strategies that improve social behaviors; collaboration, exploration, projects, problem-solving, decision-making, and innovation. Students develop positive social habits through entrepreneurship skills (ES). The research reveals the essential relationship between play strategy and entrepreneurship skills. The study advises that schools equip potential entrepreneurs with early childhood education and play strategy that teachers be qualified to build Entrepreneurship skills among children.
Applications of the study: The findings of the study promote and activate the curriculum makers, textbook developers, and policymakers to develop entrepreneurship modules that help teachers to enhance their pedagogical skills to promote entrepreneurship skills among young learners through play strategies.
The Novelty of the Study: This study checked the concepts of entrepreneurship education through play strategies at the ECE level. Besides this, teachers’ perceptions and understandings about entrepreneurship skills at the ECE level were also explored.
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Fernbach, Elisabeth. "Social Entrepreneurship Education in Art Education of Future Primary School Teachers." Discourse and Communication for Sustainable Education 11, no. 1 (June 1, 2020): 26–40. http://dx.doi.org/10.2478/dcse-2020-0004.
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AbstractAs a part of the Art Education course, students of the primary school education develop competences in Art Education, Social Entrepreneurship Education and Human Rights Education (one sequence). For the students, a learning environment is created which is characterized by an artistic approach and input as well as by cooperative teamwork in the field of Social Entrepreneurship Education (SEE) and Human Rights Education (HRE). The focus lies on the development of creativity and on the awareness of sustainability as well as the experience of self-efficacy and the fostering of strategies that enable a change of perspective in order to arrive at innovative ideas. Common objectives of the three educational disciplines and connecting points within these three areas are analyzed.
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Arruti, Arantza, and Jessica Paños-Castro. "International entrepreneurship education for pre-service teachers: a longitudinal study." Education + Training 62, no. 7/8 (August 10, 2020): 825–41. http://dx.doi.org/10.1108/et-04-2020-0098.
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PurposeThe purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.Design/methodology/approachA three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.FindingsThere is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.Originality/valueResearch on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.
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Sommarström, Kaarina, Elena Oikkonen, and Timo Pihkala. "Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction." Education Sciences 10, no. 10 (September 29, 2020): 268. http://dx.doi.org/10.3390/educsci10100268.
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Previous research into entrepreneurial learning has focused mainly on defining its aims; however, there seems to be little discussion on understanding the barriers or incentives involved when carrying out the pedagogical solutions that would enable entrepreneurial learning. In this study, we examine basic education level schools’ cooperation with outside partners, especially from the school principals’ and teachers’ viewpoints. The study aims to understand the perspectives of teachers and principals on planning and organizing school-company interaction. To do this, content analysis was used in this qualitative study. The data were collected via semi-structured interviews with school teachers and principals, involving a total of 35 people working in basic education. The findings of the study show that principals and teachers intentionally select long-term cooperation methods to meet the aims of entrepreneurial learning. On the other hand, teachers that have chosen to apply short-term school-company cooperation methods have highlighted the ease of these methods rather than learning. Finally, our findings suggest that planning and organizing entrepreneurial learning would benefit from school-level commitment where collaboration between teachers and between teachers and company representatives is valued. We believe that would lead to more satisfied teachers and longer-term school-company cooperation, and also believe that short-term school-company cooperation methods would better meet the aims of entrepreneurial learning.
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Demirbatır, Rasim Erol. "Investigating entrepreneurship levels of pre-service music teachers." Journal of Education and Learning (EduLearn) 15, no. 3 (August 1, 2021): 352–59. http://dx.doi.org/10.11591/edulearn.v15i3.20298.
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The aim of this study was to examine the entrepreneurship levels of Pre-Service Music Teachers (Bursa Uludağ University Faculty of Education Music Teaching Undergraduate Program students) in terms of gender, grade level and career goals. For this purpose, data were collected from all 1st and 4th year students studying at Bursa Uludağ University Faculty of Education, Department of Music Education. The Individual Entrepreneurship Perception Scale (IEPS) and a Personal Information Form were used to collect the data. Mann Whitney U test was used to analyze the data. In line with the findings obtained, it was found that there was no significant difference in terms of IEPS total and subscale scores by gender. However, there were significant differences in favor of 4th year students in terms of locus of control, self-confidence and self-discipline sub-scores, as well as the total IEPS scores by grade level. It was concluded that those aiming for a non-teaching profession got significantly higher locus of control scores than those aiming to become a teacher. Regarding these results, suggestions have been developed to increase the entrepreneurship level of pre-service music teachers.
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Waghid, Zayd. "Examining the business education curricula in South Africa." Education + Training 61, no. 7/8 (August 12, 2019): 940–62. http://dx.doi.org/10.1108/et-05-2018-0115.
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Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.
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Lackéus, Martin, Mats Lundqvist, and Karen Williams Middleton. "Bridging the traditional-progressive education rift through entrepreneurship." International Journal of Entrepreneurial Behavior & Research 22, no. 6 (September 5, 2016): 777–803. http://dx.doi.org/10.1108/ijebr-03-2016-0072.
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Purpose The purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift. Design/methodology/approach The rift between traditional and progressive education is first deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if and how three entrepreneurial tools could contribute to bridging this rift; effectuation, customer development and appreciative inquiry. Finally, pattern-based generalizations are drawn from this analysis. Findings Patterns in the analysis motivate the articulation of an overarching educational philosophy – learning-through-creating-value-for-others – grounded in entrepreneurship and capable of bridging the educational rift. Research limitations/implications Only three entrepreneurial tools are included in the conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge the traditional-progressive education rift. Entrepreneurial tools and the new educational philosophy manifesting entrepreneurship could also need to be further contextualized in order to be useful in education. Practical implications The tentatively new educational philosophy has been shown to be capable of bridging five dualisms in education which are currently problematic for teachers in their daily practice, and to remedy teacher challenges such as complexity, lack of resources, assessment difficulties and student disengagement. Originality/value An educational philosophy grounded in entrepreneurship has arguably not been proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond learning-through to also emphasize creating-value-for-others. This could facilitate bridging between traditional and progressive education, one of the most important challenges in education. It could also be used to facilitate the infusion of entrepreneurship into general education.
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Fagan, Catherine. "Three Es for teachers: economics, enterprise and entrepreneurship." Teacher Development 10, no. 3 (October 2006): 275–91. http://dx.doi.org/10.1080/13664530600921767.
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Osuch, Wiktor. "Kompetencje w zakresie komunikacji interpersonalnej w dobie postępujących procesów globalizacji." Przedsiębiorczość - Edukacja 7 (January 1, 2011): 333–46. http://dx.doi.org/10.24917/20833296.7.26.
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The subject of the research presented in this article is evaluation of competence of Geography and Entrepreneurship teachers and students who are teachers-to-be. In the teacher training process the crucial role is played by competences, developed mainly in the course of studies and during school practice. The author of this article has for over ten years conducted research on the students’ development of subject competence and didactic competence including the research on Geography teacher-trainees. Personal and interpersonal competencies of graduates of higher education significantly affect their chances on the ever-changing labour market. The presented research results should become an impulse for further analyses and reflection concerning the development of competence in teacher-trainees. Research in this area should successfully contribute to optimization of the teacher-training process, including Geography and Entrepreneurship teachers (not only in Poland), and to the development of an effective and efficient model of education and competence acquisition by graduates.
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Ye, Haiyan, Qin Chen, Yaotang Chen, and Yingzhi Chen. "Research on How to Integrate Innovation and Entrepreneurship Education into Professional Education ---Based on Empirical Analysis of Administration Management Major in Six Colleges of Guangzhou." E3S Web of Conferences 275 (2021): 03008. http://dx.doi.org/10.1051/e3sconf/202127503008.
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The combination of innovation and entrepreneurship education with administrative management can improve professional innovation ability and development thinking of students, and improve the quality of talent training. Based on the empirical analysis of six colleges in Conghua, Guangzhou, this paper analyzed the current problems in the integration of innovation and entrepreneurship education and administrative management in universities. Combined with survey and interview data and materials, this paper studied the relationship between innovation and entrepreneurship education and administrative management from the perspectives of students and teachers, summarized and classified the integrated characteristics of the surveyed colleges. It also proposed a four-in-one “1+4” integration circle of “teacher-company-university-society”, which centered on students, so as to escort the practice and guarantee of the two systems, and promote the high integration of innovation and entrepreneurship education and management majors in colleges.
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Pinho, Maria Inês, Dárida Fernandes, Carla Serrão, and Daniela Mascarenhas. "Youth Start Social Entrepreneurship Program for Kids: Portuguese UKIDS-Case Study." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 33–48. http://dx.doi.org/10.2478/dcse-2019-0016.
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Abstract Today’s society has valued entrepreneurship in various sectors of personal and professional life, but the school seems to forget this reality. Aware of this fact, the Portuguese Ministry of Education has created a program, from early childhood education to basic and secondary education, to develop the concept of social entrepreneurship in schools. The Porto Polytechnic Higher School of Education, as an educator of teachers and teachers of the First and Second cycle of Basic Education, joined the European UKIDS project to integrate this theme in the initial and continuous teacher training. In this article we will analyze the data obtained from a UKIDS Portuguese Partner School in the context of continuing teacher education and present some conclusions. The qualitative methodology used allowed us to conclude that the UKIDS project enhanced the valorization of individual capacities, such as creativity, self-confidence, the power of argumentation, as well as the construction of social competences, in interpersonal and group relationships, which are crucial in the formation of a child’s personality in the basic school learning process.
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Wang, Longlong. "Entrepreneurial narratives and concept teaching and learning." Industry and Higher Education 34, no. 1 (October 9, 2019): 24–35. http://dx.doi.org/10.1177/0950422219878986.
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Entrepreneurship education (EE) is facing a tension between practical valence and academic institutionalization. As a consequence, we know very little about how story-based pedagogy is implemented in the classroom, though various entrepreneurial narratives have been institutionalized into EE programs. This article examines how one Chinese teacher thematically constructs six nascent entrepreneurs to illustrate the concept of entrepreneurship in a classroom setting. The findings suggest that the entrepreneurial narratives used by the teacher are different in structure from those reported by entrepreneurship studies, because entrepreneurial stories narrated by teachers are non-participant life stories. This article argues that narrative is an important tool for teachers to personalize their conceptualization of entrepreneurship. Such conceptualization, embedded in both the structure and the content of narratives, facilitates entrepreneurial teaching and learning in a holistic, instantiated, and impactful way. The article also demonstrates that teachers can create additional learning opportunities, by resorting to specific narrative features and thematic construction. It concludes with critical reflections on entrepreneurial narrative, story-based pedagogy, and EE research and calls for more classroom-based research in the field.
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Hanson, Josef. "Realizing Entrepreneurship in K–12 Music Education: Inside or Outside the Box?" Music Educators Journal 104, no. 3 (March 2018): 32–39. http://dx.doi.org/10.1177/0027432117745360.
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Although “entrepreneurship” has become a movement in arts career preparation programs, its application for school-based music educators remains unclear. This article suggests that intrapreneuring—entrepreneurial practice within large organizations—better encapsulates the balance of innovation and affiliation that teachers often pursue to enhance their motivation at work. Results from a survey of K–12 music educators suggest that intrapreneurial mindsets and behaviors predict higher fulfillment of teachers’ needs for autonomy, competence, and relatedness—all elements crucial to healthy motivation. For many music educators, intrapreneuring may serve as an ideal pathway to increased motivation, career longevity, and a broader teacher-driven approach to education reform.
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Hietanen, Lenita, Satu Uusiautti, and Kaarina Määttä. "ENHANCING ENTREPRENEURSHIP IN LEARNERS – AN IMPLEMENTATION AND EVALUATION OF ENTREPRENEURSHIP EDUCATION THROUGH MUSIC EDUCATION." Problems of Education in the 21st Century 59, no. 1 (April 15, 2014): 34–48. http://dx.doi.org/10.33225/pec/14.59.34.
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Entrepreneurship education is recommended to be a part of education already from the beginning of children’s school paths. Often, entrepreneurship education has been defined in a political level and through economic ideologies. However, one of the goals of entrepreneurship education is to achieve entrepreneurial ways of acting regardless of the context or community. This study is a case study of the implementation of entrepreneurship education in music education in basic education. The findings introduce and evaluate the pedagogical solutions in the music education of one Finnish seventh grade. The pupils were given opportunities to set their own goals, experiment multiple options, make decisions and reflect on their actions. They were encouraged and guided to become aware of their entrepreneurial features, skills, and ways of acting. The most important result was that entrepreneurial education can be included in basic education. Suggestions for teachers are given based on the findings. Key words: basic education, entrepreneurial way of acting, entrepreneurship education, learning environment, music education, non-business school context.
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Qureshi, Prof Dr Uzma, Dr Afifa Khanam, and Dr Fakhra Aziz. "Women Teacherpreneurship: Development and Dissemination of Entrepreneurship Modules for Teacher Education Programs in Punjab." GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.6(1) Jan-Mar 2018 6, no. 1 (February 27, 2018): 44–53. http://dx.doi.org/10.35609/gjbssr.2018.6.1(8).
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Objective - This research is designed to provide knowledge and skills to female teachers to increase their competence to initiate and maintain their own businesses for their economic wellbeing. The study also aims to raise awareness in teachers about the importance of entrepreneurship by utilizing their teaching skills, experiences and motivation to start their own independent teaching programs and projects. Methodology/Technique - The project's outcomes and process were monitored, assessed and evaluated by conducting pre and post-tests throughout the intervention program. The researchers extended their contributions by conducting guidance and counselling sessions for the trained faculty members for further teaching of the modules. Findings - The results show that there are sustainable implications for female teachers' self-employment through their use of teaching programs in Punjab. Novelty - This study is an action research conducted by researchers of a women-only university in Pakistan under the sponsorship of the HEC (Higher Education Commission). The study aims to encourage entrepreneurial skills in female students of pre-service teacher education programs in Punjab by developing curriculums and arranging entrepreneurial workshops and seminars. Type of Paper - Empirical. Keywords: Teacherpreneurship; Entrepreneurship Modules; Teacher Education Programs; Women Entrepreneurs JEL Classification: I25, L26.
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Setiani, Ani, and Afief Maula Novendra. "The Influence of Entrepreneurship Attitudes and Interests on Learning Motivation and Its Implication on Student Professional Competency at Teacher Training and Education Faculty of Pasundan University." European Journal of Social Sciences Education and Research 10, no. 1 (May 19, 2017): 121. http://dx.doi.org/10.26417/ejser.v10i1.p121-132.
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The teachers' roles which are needed in encountering the ASEAN Economic Community (MEA) are tough teachers, able to develop the knowledge, attitudes, and skills of learners. This study is aimed to find and examine the influence of entrepreneurship attitudes and interests on learning motivation and its implication to the students’ professional competence at Teacher Training and Education Faculty of Pasundan University, with 43 students as sample. The research method is analysis descriptive method by using path analysis. The results of this study are as follows: 1) The state of students’ entrepreneurship attitude is included in good category, with average score of 4.06; 2). The state of entrepreneurship interest is in good category, with average score of 4.17; 3) The state of learning motivation is in good category, with average score of 4.14; 4) The state of students’ professional competence is in good category, with average score of 3.94; 5) There is influence of entrepreneurship attitude (X1) to learning motivation (Y) with total influence of 32.8%, interest in entrepreneurship (X2) on learning motivation (Y) with total influence of 30.47%. There is influence of entrepreneurship attitude (X1), and entrepreneurship interest (X2), simultaneously to learning motivation (Y) with total influence of 63.3%; 6) There is influence of learning motivation (Y) to professional competence (Z) of 67.7%. With the hope lecturers are able to include the understanding of entrepreneurship spirit and mental in every learning, so that the students of teacher program have entrepreneurship spirit and mental in process of professional development through learning practice.
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Wasisto, Edhi. "PENDIDIKAN KEWIRAUSAHAAN MELALUI PEMBINAAN KARAKTER BAGI SISWA SEKOLAH KEJURUAN DI KOTA SURAKARTA." ProBank 2, no. 1 (March 25, 2017): 55–68. http://dx.doi.org/10.36587/probank.v2i1.131.
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The research aims to improve the knowledge, skills and motivation of entrepreneurship education for students and teachers in vocational schools (SMK) the city of Surakarta. The study consisted of three variables: (1) the intensity of the service model of entrepreneurship education; (2) entrepreneurial skills for students in Vocational High School .; (3) the effectiveness of services in entrepreneurship education through character education for students in Vocational High School. The research method is a survey, observation, interviews, questionnaires, documentation, and action (action research), giving the task to the subject of research and evaluation. The research location in the city of Surakarta. Given the technical constraints; limited funding and time of the study; as a test model specified the two schools; namely SMK SMK Bopkri 1 and 2. The research was conducted 6 months, beginning the month from April to October 2015. The quantitative data analysis using quantitative descriptive approach, while qualitative data using an interactive approach. Results: (1) obtained from the data base of potential Vocational High School. in the area of research related to the awareness and motivation of students in entrepreneurship; (2) obtained baseline prevalence of students who are interested in entrepreneurship education; (3) known to need assessment of the students who will participate in entrepreneurship education in schools; (4) can be prepared modules in entrepreneurship education material in Vocational High School; (5) can be arranged group accompanying teachers implementing entrepreneurship education in schools; (6) can be trained a number of 40 teachers accompanying the implementation of entrepreneurial skills education of students in the school; (7) can be produced prototype or tool entrepreneurship; (8) can be educated a number of 140 students in the field of entrepreneurial skills; (9) can be formed Productive Business Group (CTP) for students in the Vocational High School; (10) can be written journals of national terakriditasi; (11) can be written books on entrepreneurship education based character building for students at vocational schools. Keywords: Entrepreneurship education through character building vocational students
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Wasisto, Edhi. "PENDIDIKAN KEWIRAUSAHAAN MELALUI PEMBINAAN KARAKTER BAGI SISWA SEKOLAH KEJURUAN DI KOTA SURAKARTA." ProBank 2, no. 1 (March 25, 2017): 55–68. http://dx.doi.org/10.36587/probank.v2i1.131.
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The research aims to improve the knowledge, skills and motivation of entrepreneurship education for students and teachers in vocational schools (SMK) the city of Surakarta. The study consisted of three variables: (1) the intensity of the service model of entrepreneurship education; (2) entrepreneurial skills for students in Vocational High School .; (3) the effectiveness of services in entrepreneurship education through character education for students in Vocational High School. The research method is a survey, observation, interviews, questionnaires, documentation, and action (action research), giving the task to the subject of research and evaluation. The research location in the city of Surakarta. Given the technical constraints; limited funding and time of the study; as a test model specified the two schools; namely SMK SMK Bopkri 1 and 2. The research was conducted 6 months, beginning the month from April to October 2015. The quantitative data analysis using quantitative descriptive approach, while qualitative data using an interactive approach. Results: (1) obtained from the data base of potential Vocational High School. in the area of research related to the awareness and motivation of students in entrepreneurship; (2) obtained baseline prevalence of students who are interested in entrepreneurship education; (3) known to need assessment of the students who will participate in entrepreneurship education in schools; (4) can be prepared modules in entrepreneurship education material in Vocational High School; (5) can be arranged group accompanying teachers implementing entrepreneurship education in schools; (6) can be trained a number of 40 teachers accompanying the implementation of entrepreneurial skills education of students in the school; (7) can be produced prototype or tool entrepreneurship; (8) can be educated a number of 140 students in the field of entrepreneurial skills; (9) can be formed Productive Business Group (CTP) for students in the Vocational High School; (10) can be written journals of national terakriditasi; (11) can be written books on entrepreneurship education based character building for students at vocational schools. Keywords: Entrepreneurship education through character building vocational students
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Stenholm, Pekka, Joachim Ramström, Riikka Franzén, and Lenita Nieminen. "Unintentional teaching of entrepreneurial competences." Industry and Higher Education 35, no. 4 (May 21, 2021): 505–17. http://dx.doi.org/10.1177/09504222211018068.
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Research on entrepreneurship education (EE) emphasizes the role of learning environments, contexts and pedagogical choices in developing students’ entrepreneurial competences. EE has assumed that it solely carries the task of improving entrepreneurial competences. Yet, the objectives, content and methods of teaching vary, and hence non-entrepreneurship teachers’ classrooms can also provide a learning environment for entrepreneurial competences. However, whether or not this kind of unintentional teaching of entrepreneurial competences takes place has not been widely addressed. In this study, the authors investigate how business school non-entrepreneurship teachers’ teaching methods unintentionally match the known framework of entrepreneurial competences. The findings indicate that non-entrepreneurship teachers do unintentionally expose their students to entrepreneurial competences such as creativity, learning from experience and financial literacy. However, competences such as opportunity recognition, perseverance and mobilizing resources do not receive similar attention. The findings indicate that some entrepreneurial competences are not solely owned by EE, but can be embedded in non-entrepreneurship education. Accordingly, the study extends the current understanding of EE and which “niche” competences should be emphasized in it, but also demonstrates how non-entrepreneurship teachers can expose students to entrepreneurial competences while teaching in their own subject areas.
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Novitasari, Nurul. "Keterampilan Entrepreneurship Pada Guru Pendidikan Anak Usia Dini." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 3, no. 1 (August 6, 2019): 70–87. http://dx.doi.org/10.35896/ijecie.v3i1.53.
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PAUD teacher not only teach of science to children, but to must have skills in entrepreneurship. Entrepreneurship can teach with education and training. Skills will be better if always trained for increase abbility, so become expert. While entrepreneurship is someone who thinks creative and innovative to create new and value-added products for mutual interests. To be a successful entrepreneur, the main requirement that must be possessed is having a spirit and temperament. One's soul and temperament are influenced by skill. (1) Basic skills; a. Leadership skills, b. Team motivating skills and building strong teams (team building), c. Team organizing skills, d. Conflict coping skills, e. Communication skills, f. Business strategy planning skills, g. Skills to overcome difficulties become opportunities. (2) Special skills; a. Selling skills, and b. Technical skills (for production). To grow entrepreneurship and increase entrepreneurial activities for PAUD teachers, it is very important to establish an entrepreneurship education and training for PAUD teachers. The following types of entrepreneurship skills training include: 1). Craft skills, 2). Skills in the form of service delivery, 3). Skills in the form of agrarian, such as: agriculture, plantation, pertganti, fishery, 4). Trading skills, 5). Food industry skills, 6). Skills in the field of household needs, 7). Skills for making light medicines.
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Damásio, Manuel José, and Joana Bicacro. "Entrepreneurship education for film and media arts." Industry and Higher Education 31, no. 4 (June 8, 2017): 253–66. http://dx.doi.org/10.1177/0950422217713110.
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Entrepreneurship education is a complex topic that can be discussed from a variety of perspectives. One key question in the discussion concerns how one can adapt the general core principles of entrepreneurship education, many of which are closely linked to business education, to other academic areas that currently lack this type of education. This article discusses the challenges of developing a model of entrepreneurship education for the creative industries sector. Focusing specifically on film and media arts education, the authors examine the results of a qualitative and quantitative study of both industrial and educational (teachers and students) stakeholders’ perceptions of the relevance and role of entrepreneurship education in this field. In light of the results of the study, the authors propose a strategy and methodology for entrepreneurship education for the creative industries.
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Benešová, Tereza. "Towards Entrepreneurship: Reflections Between Theory and Practice." International Journal of Entrepreneurial Knowledge 3, no. 2 (December 1, 2015): 5–15. http://dx.doi.org/10.1515/ijek-2015-0012.
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Abstract The paper deals with the pragmatic need of linking theory and practice in the learning process, focusing on vocational education in economics and entrepreneurship education. In connection with selected alternative economic theories is shown the necessity of praxeological educational background and practical work experience in teaching process in entrepreneurship education. Results are based on the research, which was done in the framework of prepared dissertation thesis on the theme of entrepreneurship education from the perspectives of theory and the perspective of vocational school teachers of economics subjects. The results focus on the concept of entrepreneurship education preferred by teachers of the economical subjects at the secondary schools specialised in economics. The main aim of the research was to check, to what degree are the theoretical bases of the education of the entrepreneurship fulfilled in the reality of a secondary school specialised in economics. The results show that in the case of preferred aims of the respondents of our examination we could talk about the combination of creation of knowledge and preparation for the profession. It is confirmed that the teachers rely significantly on a prescribed list of educational topics, but at the same time the results clearly show that the respondents think about their subject and formative aspect of their classes through using of cross-sectional topic.
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Goth, Ursula SmÃ¥land, and Eldbjørg Marie Schön. "Teaching Entrepreneurship by Using the “Student Enterprise Model†to Future Vocational Teachers." Journal of Education and Vocational Research 6, no. 1 (March 30, 2015): 68–78. http://dx.doi.org/10.22610/jevr.v6i1.181.
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A recent focus worldwide is on education to foster entrepreneurship, mostly at the college level. Norway's Knowledge Promotion Reform introduces entrepreneurial thinking already in upper-secondary education and gives to vocational teachers the task of preparing students in these areas. The Oslo and Akershus University College, Institute for Vocational Education, teaches entrepreneurship both on theoretical and practical level to students preparing to teach in public schools. This article examines the practical dissemination of entrepreneurship through the project “Student Enterprise,†and examines how the targets of this module – those in training to be vocational teachers – perceived its relevance. The research question was pursued through a strategic literature search, a quantitative analysis of teaching assessments from 114 students (course evaluations), and a survey of 18 vocational teachers-in-training. The literature search and theories of Dreyfus & Dreyfus and Schumpeter formed the basis for analysis and discussion. The "Student Enterprises" teaching plan and method aims to promote entrepreneurial thinking and convey direct experience to future vocational teachers, who will in turn impart these lessons to their students, with the implication that they will use the same model with their students. The results show that today's praxis is not effective with all vocational-teaching students as a method of preparing teachers to teach entrepreneurial skills. Authors found a high level of dissatisfaction among future vocational teachers with the Student Enterprises module, but the specifics of the dissatisfaction could not be clearly ascertained, suggesting a need for further assessment to better adapt this entrepreneurial pedagogy to students' needs.
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Szmulczyńska, Beata. "Zapotrzebowanie środowiska szkolnego w zakresie edukacji ekonomicznej a oferta edukacyjna Portalu Edukacji Ekonomicznej Narodowego Banku Polskiego - NBPortal.pl." Przedsiębiorczość - Edukacja 2 (January 1, 2006): 279–86. http://dx.doi.org/10.24917/20833296.2.30.
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In the last years the subject „bases for entrepreneurships” was included in the high school curriculum and it increased a number of initiatives propitious to the development of economic education. Non profit organizations, media and governmental agencies are promoters of these initiatives. The goal of this article is to present Polish National Bank’s activities in subject matter, namely Portal of Economic Education - nbportal.pl - which sets itself the goal to improve economic education. Furthermore author presents the effects of research ordered by the Polish National Bank in the Teachers’ Development Center. They bring the information about practical aspects of the introduction of „bases for entrepreneurships” in chosen Polish schools. The level and kind of education and methods of the implementation were the main goal of the research. Furthermore the research demonstrated the needs of the basis of entrepreneurship teachers, their opinions on the curriculum, and finally the students’ opinion.
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LIBOMBO, DAMBUSSE B., and ANABELA DINIS. "ENTREPRENEURSHIP EDUCATION IN THE CONTEXT OF DEVELOPING COUNTRIES: STUDY OF THE STATUS AND THE MAIN BARRIERS IN MOZAMBICAN HIGHER EDUCATION INSTITUTIONS." Journal of Developmental Entrepreneurship 20, no. 03 (September 2015): 1550020. http://dx.doi.org/10.1142/s108494671550020x.
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This study focuses on the issue of entrepreneurship education and the role of Higher Education Institutions (HEI) in the context of developing countries. More specifically it aims to understand how entrepreneurship education is being implemented in Mozambique and to identify the main barriers to the creation of companies promoted by/incubated in HEI with entrepreneurship education in their curricula. The paper includes theoretical discussion and the presentation of a case study. It begins with a literature review about the relationship between entrepreneurship and development followed by a discussion about entrepreneurship education in the context of developing countries and entrepreneurship education provided by HEI. The empirical study is focused in Mozambique. After a contextualization of entrepreneurship education in Mozambique, Mozambican HEI with entrepreneurship education are identified and their situation and difficulties concerning the implementation of entrepreneurship education are discussed. Data collection includes documental sources and interviews with HEI representatives of a sample of ten establishments of the universe of five public and private HEI with entrepreneurship education in Mozambique. Results indicate that lack of resources, trained/qualified teachers and cooperation networks with the business community and other relevant actors are the main barriers.
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Kirkley, William W. "Cultivating entrepreneurial behaviour: entrepreneurship education in secondary schools." Asia Pacific Journal of Innovation and Entrepreneurship 11, no. 1 (April 3, 2017): 17–37. http://dx.doi.org/10.1108/apjie-04-2017-018.
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Purpose The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students. Design/methodology/approach The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school. Findings Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects. Research implications The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery. Originality/value The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.