Promoting entrepreneurship education: the role of the teacher?

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The aim of this paper is to show how entrepreneurship education focuses on the teacher's learning and reflection and how, according to the data, undeveloped reflections impede the development of entrepreneurship education. Design/methodology/approach -The data were collected through content typing in 2008 from 29 teachers at the basic, upper secondary and vocational educational levels. The focus is on self-reflection -how and what teachers reflect on when writing about entrepreneurship education. Findings -The teachers stress the need for coordination between subjects in developing a more entrepreneurially oriented working community. There appears to be confusion between aims and practices in entrepreneurship education: when asked to give the aims, the teachers describe the practices. Moreover, they "outsource" themselves but refer to aims from the pupils' perspective. Research limitations/implications -This study only presents preliminary data from the project. Practical implications/implications -The development of teacher learning in terms of reflection, which should be developed in their basic and in-service training; the implementation of changes in the educational arena, such as curriculum reform, from the perspective of learning and reflection; and the connection between aims and results in the context of entrepreneurship education. Originality/value -The approach taken to teacher learning and reflection in the context of entrepreneurship education has so far been an unexplored field of research. Moreover, our article highlights the crucial factor, the development of the teacher's learning, in the context of entrepreneurship education which, according to our results, has received far too little attention in the discourse on entrepreneuship education, and thus also in the strengthening of entrepreneurship. Our article introduces new trends for international research on entrepreneurship and entrepreneurship education, in which increasing attention should be paid to the learning processes of teachers and instructors.

Learning to make sense: what works in entrepreneurial education?

“…Across the UK and Europe entrepreneurship is considered to be critical to the contribution to local and national economies, regional development and employment generation, (Acs and Audretsch, 1990;Audretsch, 1995;Fayolle, 2004;Nerlinger, 1998). In conjunction with this trend there is now a growing realisation for the need to foster entrepreneurial activity with the specific aim to encourage entrepreneurial development, skills, and awareness, (Commission of the European Communities, 2006;Seikkula-Leino et al, 2010). Entrepreneurship as a subject base has taken several years to embed itself into the curriculum of business schools as a subject specific domain.…”

Perceptions and Competence of Turkish Pre-service Science Teachers with regard to Entrepreneurship

“…In fact, these results are normally seen in terms of the absence of the entrepreneurial readiness of pre-service science teachers. In this sense, it has been stated that in-service training should be offered up-to-date information to pre-service teachers about implementation of entrepreneurship education (Birdthistle et al, 2007;Deakins et al, 2005;Hannon, 2006;Seikkula-Leino et al, 2010). Currently, it is known that many teacher training institutes lack an entrepreneurship education curriculum and, even if there is such a curriculum, there are no expert trainers who can implement entrepreneurship education.…”

L’entrepreneuriat en milieu scolaire : de quoi s’agit-il?

“…Ceci inviterait à dépasser les pratiques actuelles en éducation qui favorisent davantage un rapport déférent et peu critique au savoir (Désautels & Larochelle, 2004) et conduirait à laisser de côté les projets entrepreneuriaux qui n'engagent que peu les élèves intellectuellement (Harris, 1995). Tous ces constats laissent bien voir que si des avancées importantes ont jalonné l'histoire du mouvement de l'éducation entrepreneuriale, il reste encore beaucoup de place, non seulement, sur le plan académique, au déve-loppement de cadres théoriques intégrateurs et à la recherche de terrain pour recenser les initiatives existantes, mais également, sur le plan des pratiques, au développement pédagogique des établissements scolaires et à la bonification de la formation initiale et continue des enseignant(e)s, qui fait encore peu de place à une compréhension en profondeur des enjeux inhérents à la mise en oeuvre de l'éducation entrepreneuriale (Gasse & Guénin-Paracini, 2007;Seikkula-Leino et al, 2010;Shacklock, Hattam & Smyth, 2000). 2 Malgré la difficulté de définir l'entrepreneuriat de manière univoque, certains auteurs ont montré que le champ de recherche n'est pas aussi hétéroclite qu'il n'y paraît de prime abord.…”