Pre-Service Primary School and Pre-School Teachers’ Perception of Individual Entrepreneurship and Opinions about Their Creative Thinking Tendency

Abstract

The purpose of the current study is to determine pre-service teachers' perception of individual entrepreneurship and opinions about their critical thinking tendency. As the data collection tools, the Individual Entrepreneurship Perception Scale and the Marmara Creative Thinking Tendencies Scale were used in the current study. The participants of the study are 469 freshman, sophomore, junior and senior students attending the Departments of Preschool Teacher Education and Primary School Teacher Education. In the analysis of the collected data, frequencies, percentages, independent samples t-test, Mann Whitney U test and correlation analysis were employed. The findings obtained from the analyses have revealed that the pre-service teachers' individual entrepreneurship perceptions and creative thinking tendencies vary significantly depending on the variables of gender and whether they took a course/seminar on entrepreneurship. The pre-service teachers' individual entrepreneurship perceptions and creative thinking tendencies were found to be not varying significantly depending on the department attended. The pre-service teachers' personal entrepreneurship perceptions and creative thinking tendencies were found to be above medium. A highly positive and significant correlation was found between the pre-service teachers' individual entrepreneurship perception and creative thinking tendency total scores. The pre-service teachers can be encouraged to take the course "Economics and Entrepreneurship" and to participate in certificate programs on entrepreneurship.

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“…The research is done in particular nationality groups, e.g., Afghanistan (Bullough & Renko, 2017), Germany (Bergmann et al, 2018), Indonesia (Daliman et al, 2019), Kenya (Mungai & Ogot, 2012), Spain (de la Cruz Sánchez-Escobedo et al, 2011), Turkey (Duygu Seckin & Tutku Seckin, 2019), Zimbabwe (Rambe & Ndofirepi, 2017) or in international perspective: African (Brijlal, 2011), European (Tonoyan et al, 2020) or global (Fernández-Laviada et al, 2020). We can find a clear distinction between individual (Tican, 2019) and group/social entrepreneurship (Vázquez-Parra et al, 2020) in the literature.…”

“…Researchers have been looking for conclusions taking into consideration particular grounds for entrepreneurship, e.g. teachers (Tican, 2019), all types of university students (Brijlal, 2011;Daliman et al, 2019;de la Cruz Sánchez-Escobedo et al, 2011;Vázquez-Parra et al, 2020), nursing students (Atasoy & Aktaş, 2020), STEM disciplines, i.e., Science, Technology, Engineering, Mathematics (Elliott et al, 2020), Higher Educational Institutions (Bergmann et al, 2018). The research is done in particular nationality groups, e.g., Afghanistan (Bullough & Renko, 2017), Germany (Bergmann et al, 2018), Indonesia (Daliman et al, 2019), Kenya (Mungai & Ogot, 2012), Spain (de la Cruz Sánchez-Escobedo et al, 2011), Turkey (Duygu Seckin & Tutku Seckin, 2019), Zimbabwe (Rambe & Ndofirepi, 2017) or in international perspective: African (Brijlal, 2011), European (Tonoyan et al, 2020) or global (Fernández-Laviada et al, 2020).…”

Entrepreneurship Education Increases Entrepreneurial Intention Among Undergraduate Students

“…Primary data were collected using a questionnaire based on individual student entrepreneurial perceptions. We collect the data based on individual student entrepreneurial perception (Tican, 2019). It means that student answers the questionnaires individually with the concept of organizational climate to higher education institutions and examine the drivers of students' perceptions of the entrepreneurial climate in their university.…”

“…Therefore, they need more in-depth entrepreneurial learning on capturing business opportunities and preparing available resources to create a new business. The role of instructors or teachers is important for the students to develop an entrepreneurial spirit (Tican, 2019). Teachers instruct on making a business plan in the entrepreneurship course and enable students to think about the marketing, financial, human, and operational resources needed to create a business.…”

Öğretmen Adaylarının Girişimcilik Özellikleri İle Kariyer Streslerine Yönelik Görüşleri

“…Ülkemizde alan yazın incelendiğinde, öğretmen adaylarının girişimcilik becerilerini inceleyen (Adatepe, 2018;Akman, 2018;Alan, 2019;Armut & Kılınç, 2018;Aydın & Öner, 2016;Çelik, 2014;Deveci & Çepni, 2015b;Ergün, 2019;Gözübüyük, 2019;Karademir, Balbağ & Çemrek, 2018;Karakuş, 2019;Korkmaz, Çerçi & Büyükikiz, 2019;Köstekçi, 2016;Memduhoğlu & Şahin, 2017;Ocak & Su, 2016;Öztürk, Önder & Yıldırım, 2019;Öztürk, 2018;Özbilen, 2019;Pan & Akay, 2015;Şenel & Kocaalan, 2018;Tican, 2019;Yavaşoğlu, 2019; birçok araştırma bulunmaktadır. Öğretmen adaylarının kariyer streslerini inceleyen (Bozyiğit & Gökbaraz, 2020;Çetinkaya, 2019;Yaşar ve Turgut, 2019; birkaç araştırma bulunmaktadır.…”