Finnish student teachers’ critical conceptions of entrepreneurship education

Abstract

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.

A Review of Entrepreneurship Education in Teacher Education

“…Table 3 shows that most of the studies were conducted between 2009 and 2016 (Adeyemo, 2009;Deveci & Seikkula-Leino, 2016;Dijk & Mensch, 2015;Hannula, 2011;Heilbrunn, 2010;Lepistö & Ronkko, 2013;Orji, 2014;Seikkula-Leino et al, 2012). Most of the studies had one or two authors (Çelik, 2010;Deveci, 2016a;Pan & Akay, 2015;Rönkkö & Lepistö, 2015) and most were carried out as an article Sipon, Pihie, Rahman, & Manaf, 2015;Suryanti, 2013).…”

New Product Development from Inactive Problem Perspective in Indonesian SMEs to Open Innovation

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“…Idea Competitions: In this model, it is necessary to implement a system that encourages competitiveness among contributors to provide positive ideas [28,51]. This method provides a positive impact on SMEs to obtain innovative ideas with cheap access in large numbers while also providing deeper insights related to customer needs.…”

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“…In entrepreneurial pedagogy, the entire learning process can be seen as learning by doing (Cope & Watts, 2000). Enterprise education is a process through which students' participation, interaction, decision-making, and problem-solving skills develop (Rönkkö & Lepistö, 2015). Decision-making seems to be one of the connecting themes between crafts and enterprise education (Rönkkö & Lepistö, 2016).…”

“…It relates to actions (Cope, 2005) in which a student takes risks, experiments, accepts mistakes, and receives feedback (Gibb, 2005). The teaching methods used aim at fostering participation, activity, and target orientation (Rönkkö & Lepistö, 2015). Learning bridges different subjects and learning environments (Kumpulainen et al, 2010).…”