Multiliteracies teachers as teacher entrepreneurs: a conceptual comparison

Keyhani, Najmeh; Kim, Mi Song

doi:10.1007/s41959-021-00049-5

Cited by 5 publications

(2 citation statements)

References 31 publications

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“…As can be seen in the results section, with regard to the knowledge and entrepreneurial awareness variable, more than 50% of respondents stated that they had never heard of the term 'teacherpreneur', although more than 25% knew its meaning, which was defined almost a decade ago by the European Commission [61] and authors such as Keyhani and Kim [62,63]. These results are in line with the high percentage of respondents (more than 70%) who claim not to have heard of the EntreComp and EntreCompEdu frameworks (published in 2018 and 2020, respectively).…”

Section: Discussionmentioning

confidence: 99%

Assessing Non-University Teachers’ Self-Perception of Entrepreneurial Competence: A Study of the Teachers of the Sagrada Familia Foundation in Spain

Arruti

Paños-Castro

2023

Education Sciences

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Different studies highlight the importance of developing entrepreneurial competence (EC) from the earliest educational levels, as well as during the teacher training stages, as they are considered to be facilitating and transforming agents in the integral development of students. The purpose of this research is to analyse the self-perceived level of knowledge and implementation of EC among active teachers from non-university centres managed by the Sagrada Familia Foundation, Spain. After designing a questionnaire based, among others sources, on EntreComp and EntreCompEdu frameworks, an expert judgement was carried out. A total of 326 participants answered the questionnaire. The result show that more than 70% of respondents had not heard about EntreComp and EntreCompEdu; more than 50% had no knowledge of entrepreneurial education (EE); and the respondents as a whole stand out in terms of perseverance, motivation, autonomy, decision-making and teamwork; only 14–18% of respondents plan subjects that pay attention to ECs. Moreover, almost 50% of respondents state that they use participatory learning methodologies, while only 13% believe that when evaluating pupils’ performance, it is necessary to support sharing achievements and progress with internal and external agents; only a further 15% involve students in the assessment process. We must advocate and work for the development of ‘teacherpreneurs’, and start developing EC in all stages of teacher training.

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Section: Discussionmentioning

confidence: 99%

Assessing Non-University Teachers’ Self-Perception of Entrepreneurial Competence: A Study of the Teachers of the Sagrada Familia Foundation in Spain

Arruti

Paños-Castro

2023

Education Sciences

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“…Education researchers, practitioners, and policymakers are devoting growing attention to the entrepreneurial behaviors, competencies, and characteristics of teachers (Ho et al, 2021; Keyhani & Kim, 2021a; Keyhani & Kim, 2021b; Sawyer et al, 2020). Teacher entrepreneurs (colloquially, “teacherpreneurs” or “edupreneurs”; Berry, 2013) are Pre-Kindergarten through twelfth-grade (P-12) educators who actively pursue innovative opportunities to create value for their students, colleagues, and communities (Chand & Misra, 2009; Keyhani & Kim, 2020; Omer Attali & Yemini, 2017).…”

Section: Introductionmentioning

confidence: 99%

Teacher entrepreneurial ecosystems: How local communities support teacher entrepreneurs

Roundy

2022

Entrepreneurship Education and Pedagogy

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Teacher entrepreneurs pursue innovative opportunities to create value for their students and colleagues; however, it is unclear how local communities enable teacher entrepreneurs and why some communities provide fertile ground for teacher entrepreneurship while others stifle teacher entrepreneurs. To address the limited understanding of how communities can support teacher entrepreneurship, this paper draws from entrepreneurial ecosystems research and the micro-foundations approach to develop a multi-level framework to explain the attributes of “teacher entrepreneurial ecosystems.” The main insight is that where teachers engage in entrepreneurship matters and that, in addition to teacher- and school-based characteristics, important contextual differences exist at the community-level in the depth of support for teacher entrepreneurs. Specifically, the theory explains how key differences in teacher entrepreneurial ecosystems influence teacher entrepreneurship and, in turn, how the activities of teacher entrepreneurs influence the diversity, coherence, and resilience of their ecosystems. The theory contributes by explaining how teacher entrepreneurial ecosystems function, motivating an agenda for studying teacher entrepreneurial ecosystems that catalyzes research at the entrepreneurial ecosystem and education interface, and generating insights that can help teachers and school administrators to harness their local communities and empower teacher entrepreneurs.

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Using evidence‐based decision‐making and cognitive apprenticeship approach to develop students' entrepreneurial mindset

Bosman,

Magana

2024

Comp Applic In Engineering

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Developing one's entrepreneurial mindset is important for all students, regardless of discipline. Evidence‐based decision‐making (which has the potential to lower costs and improve quality of life) is one approach for applying entrepreneurially minded learning in the undergraduate classroom. This approach allows students to understand trends related to data, in general, and big data, specifically. Furthermore, it better prepares graduates to evaluate and identify effective data science‐based solutions. The purpose of this study is to report on one pedagogical approach to developing the entrepreneurial mindset through integrating evidence‐based decision‐making into the engineering and technology classroom using Microsoft Power BI Desktop (a freely available tool released by Microsoft in September 2013, where “BI” implies Business Intelligence). A mixed methods assessment was conducted including a rubric to measure students' effectiveness in applying the entrepreneurial mindset and a metacognitive reflection to better understand student motivation, awareness of learning, and engagement. First, the rubric was applied, and students were categorized by performance group (e.g., high, mid, low). Second, each performance group was analyzed to identify themes within the reflections. Our findings suggest that students in the high‐performing group communicated overall high levels of motivation, while students in the low‐performing group shared overall moderate levels of motivation. The relationship between performance and motivation among students in the mid‐performing group was inconclusive. Findings from our study suggest that there may be a relationship between students' performance and motivation. The key study implications relate to the use of new literacies, such as technological literacy, data literacy, and human literacy, as practices for promoting the development of an entrepreneurial mindset. Our findings suggest that our approach was effective in accomplishing this goal, but there is also room for improvement. Lessons learned and recommendations are provided.

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Multiliteracies teachers as teacher entrepreneurs: a conceptual comparison

Cited by 5 publications

References 31 publications

Assessing Non-University Teachers’ Self-Perception of Entrepreneurial Competence: A Study of the Teachers of the Sagrada Familia Foundation in Spain

Assessing Non-University Teachers’ Self-Perception of Entrepreneurial Competence: A Study of the Teachers of the Sagrada Familia Foundation in Spain

Teacher entrepreneurial ecosystems: How local communities support teacher entrepreneurs

Using evidence‐based decision‐making and cognitive apprenticeship approach to develop students' entrepreneurial mindset

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