Competencias para la formación inicial de los docentes en la enseñanza del emprendimiento

Ibáñez-Cubillas, Pilar; Puerta, José Gijón

doi:10.14507/epaa.29.5677

Cited by 7 publications

(8 citation statements)

References 17 publications

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“…There are different theories about the competences and previous experience of teachers, whether having entrepreneurial experience in order to pass it on to students (Bueckmann Diegoli et al 2018), or whether having the possibility to acquire the entrepreneurial competence during initial teacher education and continuous professional development (Ibáñez-Cubillas and Gijón Puerta 2021;Peltonen 2015). Research demonstrates that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach, rather than traditional education methods which do not provide for proper entrepreneurial skills and competences (Alvarez Marques and Albuquerque 2012).…”

Section: The Pedagogy Applied To Entrepreneurship Educationmentioning

confidence: 99%

Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial Competence in Education

Miço

Cungu

2023

Administrative Sciences

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Entrepreneurship education is a recent field in education. From a field mainly related to small business, it is extended towards enhancement of students’ entrepreneurial attitudes and skills. It can support students in developing an independent and versatile way by growing the spirit of entrepreneurship. Developing entrepreneurship competence among students requires the mastery of concepts by teachers. Training teachers in entrepreneurship education helps them apply specific competences, methods, and tools to encourage confidence in learners’ own capabilities and to stimulate flexibility, leadership, and initiative. To understand the teachers’ entrepreneurial competence, an online survey was developed to assess the level of mastery of such competence in Albanian teachers. The survey was designed to analyze the development of entrepreneurial competence of teachers, and their entrepreneurship education and training. The research goal of the survey is to evaluate the influence mechanisms of gaining entrepreneurship education competence and the way of implementing this competence in pre-university education schools. Results from the questionnaire highlighted the teachers’ need for the acquisition of entrepreneurial competence at every professional level, starting from initial teacher education. The findings from the survey are analyzed by taking into consideration the European policies regarding entrepreneurship education, such as the European Entrepreneurship Competence Framework (EntreComp), and their implementation in the Albanian educational sector.

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Section: The Pedagogy Applied To Entrepreneurship Educationmentioning

confidence: 99%

Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial Competence in Education

Miço

Cungu

2023

Administrative Sciences

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“…Esta competencia destaca por su multidimensionalidad y complejidad para implementarla en los sistemas educativos (Azqueta y Naval, 2019;Castellote y Caballero, 2020;Diepolder et al, 2021;Ibáñez-Cubillas y Gijón, 2021;Reis et al, 2021). Con el fin de estructurar sus dimensiones, el Marco Europeo de Competencias de Emprendimiento (Entrecomp) identifica tres áreas competenciales en la competencia emprendedora: ideas y oportunidades, recursos y pasar a la acción (Bacigalupo et al, 2016;European Commission, 2019;Seikkula-Leino y Salomaa, 2021).…”

Section: Introducción Y Objetivosunclassified

Perfil del profesorado cuyas prácticas docentes favorecen la competencia emprendedora

2023

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The entrepreneurial competence is characterised by being cross-cutting and multidimensional. These dimensions should be fostered in the classroom through specific teaching practices. This study aims to determine the variables of the teaching staff, the school, the classroom climate and the teaching team that predict the development of practices that favour the entrepreneurial competence and to analyse the differences in the development of this type of practices between primary and secondary education. A descriptive, predictive, and cross-sectional study has been carried out, using TALIS 2018 data for Spain. The results of the study show that the variables that predict the development of teaching practices linked to entrepreneurship are the initial and continuous training of teachers in transversal competencies, the innovative nature of the teaching team and an appropriate disciplinary climate in the classroom. More frequent use of entrepreneurial teaching practices is observed in secondary education compared to primary education. In this case, although the teacher profiles are very similar at both levels, the effect of the innovative nature of the teaching staff is more relevant at the secondary level. Furthermore, in secondary education, there is greater use of entrepreneurial teaching practices in social science subjects, compared to foreign languages, which are at the other extreme. As for recommendations, the importance of adequate initial and continuous teacher training in transversal competencies and the need for greater coordination and cooperation between teachers in the class group to share teaching practices that contribute to the creation of innovative teaching teams stand out. La competencia emprendedora se caracteriza por ser transversal y multidimensional. Estas dimensiones deben fomentarse en el aula a través de prácticas educativas específicas. Los objetivos de este estudio son determinar las variables del profesorado, centro y del clima del aula y del equipo docente que predicen el desarrollo de prácticas docentes que favorecen la competencia emprendedora y analizar su desarrollo en educación primaria y secundaria. Se ha realizado un estudio comparativo-predictivo y transversal, en el que se utilizan los datos de TALIS 2018 para España. Los resultados del estudio ponen de manifiesto que las variables que predicen el uso de prácticas docentes que favorecen la competencia emprendedora son la formación inicial y continua del profesorado en competencias transversales, el carácter innovador del equipo docente y un clima disciplinario adecuado del aula. Se observa un mayor uso de prácticas emprendedoras en educación secundaria frente a educación primaria. En este caso, aunque los perfiles del profesorado son muy similares, en secundaria es más relevante el efecto del carácter innovador del equipo docente. Además, el análisis realizado en educación secundaria revela un mayor uso de prácticas docentes emprendedoras en asignaturas de ciencias sociales, frente a las lenguas extranjeras que se sitúan en el extremo opuesto. Como recomendaciones, destaca la importancia de la formación inicial y continua del profesorado en competencias transversales y la necesidad de una mayor coordinación y cooperación entre el profesorado del grupo-clase para compartir metodologías y actividades que contribuya a la creación de equipos docentes innovadores.

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“…In November 2021, the youth unemployment rate in Spain stood at 29.2%, the second highest in Europe after Greece, and well above the euro area average (15.5%). The welfare state is now at risk after the last global economic crises (Ibáñez-Cubillas and Gijón, 2021). Youth unemployment in Spain reached its highest peak in 2013, when more than half of the population (55.5%) were unemployed (National Institute of Statistics, n.d.).…”

Section: Introductionmentioning

confidence: 99%

“…Youth unemployment in Spain reached its highest peak in 2013, when more than half of the population (55.5%) were unemployed (National Institute of Statistics, n.d.). A viable solution to address high unemployment rates and generate employment is to promote self-employment and entrepreneurship among young people (Manso and Thoilliez, 2015;Afonso and da Silva, 2019;Ibáñez-Cubillas and Gijón, 2021), although ideally the driving force of entrepreneurship should be to contribute to the economic growth of the region rather than to the financial need to survive (Reyes, 2012). While the state has traditionally been responsible for promoting employment, it has been overwhelmed, and universities can therefore provide much-needed support (Cardozo et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Entrepreneurship has multiple meanings. Whereas the term is especially associated with a person starting a business, it can also be related to anyone who decides to carry out a project, whether or not it serves an economic purpose (Formichella, 2004), or it can even be referred to a certain behavior, style, or way of life (Ibáñez-Cubillas and Gijón, 2021). This requires initiative, innovation, and a positive attitude towards change, among others (Manso and Thoilliez, 2015).…”

Section: Introductionmentioning

confidence: 99%

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A Case Study of Entrepreneurial Intent Among Students of the Primary Education Degree in the Basque Country and the Performance of Education Faculties

Paños-Castro

Bezanilla²,

Markuerkiaga³

2022

JESR

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Entrepreneurship is a key competence for anyone intending to be an active citizen and obtain employment. Entrepreneurial education is therefore essential at all levels of education and in every field, not only in business and/or engineering. The aims of this study are: to assess the entrepreneurial intent of students in the final years of the Primary Education degree in the Basque Country; to analyze the factors that influence and hinder these students’ development of entrepreneurial intent in their faculties; and to identify actions for improvement. An online questionnaire consisting of 31 questions was used. The participating sample consisted of students in the final years of the Primary Education degree in the Basque Country, Spain. A total of 168 subjects responded to the questionnaire. After conducting reliability and validity tests, the data indicated that the average intention to start a business after completing their studies was 3.47/10. The majority focused on taking a civil-service examination for a job, becoming employees and/or continuing their education, as a sign of their vocation for children, lack of training in entrepreneurial skills and their aspiration to have better working conditions, among others. Faculties of education often fail to encourage entrepreneurship among their students, highlighting these the lack of internationalization, absence of information about entrepreneurship public and private programs and infrastructures, and nonparticipation in entrepreneurship extra-curricular programs and research. However, faculties of education excel in active methodologies, social engagement, and the use of educational resources. Received: 25 August 2022 / Accepted: 2 November 2022 / Published: 5 November 2022

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Competencias para la formación inicial de los docentes en la enseñanza del emprendimiento

Cited by 7 publications

References 17 publications

Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial Competence in Education

Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial Competence in Education

Perfil del profesorado cuyas prácticas docentes favorecen la competencia emprendedora

A Case Study of Entrepreneurial Intent Among Students of the Primary Education Degree in the Basque Country and the Performance of Education Faculties

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