The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: a Critical Reflection

Ehrlin, Anna; Insulander, Eva; Sandberg, Annette

doi:10.14221/ajte.2016v41n6.3

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…Students are allowed to create their work while the teacher guides the process. Recognizing and appreciating students' best ideas further motivates and enhances their imaginative potential (Ehrlin et al, 2016).…”

Section: Dare To Take Risksmentioning

confidence: 99%

Entrepreneurial Character Education from an Early Age

Badawi

2024

Al-Hayat J. Islamic. E.

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This study aims to understand forming students with an entrepreneurial character from an early age. For this reason, this research uses a qualitative type with a case study approach at the elementary school level, namely Islamic Primary School (SDI) Ibnu Rusyd North Lampung, Indonesia. Data were obtained from phenomena and activities at the research locus as primary data using in-depth observation techniques and structured interviews. The secondary data was obtained from institutional documents and some from literature sources such as books and articles with a close relationship with the entrepreneurial character. The analysis technique follows Miles & Huberman with the steps of gathering, presenting, condensing, and drawing conclusions. The results of the discussion explained that there are five entrepreneurial characteristics that SDI Ibnu Rusyd applies, namely independence, creativity, leadership, discipline, and the courage to take risks. Independent means the attitude students possess to overcome various problems by relying on their abilities. Creativity means that students can produce innovative new ideas. Leadership to influence and inspire others. Discipline means being able to act according to direction and responsibility. Dare to take risks is the nature of an entrepreneur. Feel free to try new things or take steps that have consequences. Applying entrepreneurial character right from an early age forms a strong foundation forming an essential basis for the success and innovation of future entrepreneurs.

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Section: Dare To Take Risksmentioning

confidence: 99%

Entrepreneurial Character Education from an Early Age

Badawi

2024

Al-Hayat J. Islamic. E.

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“…Seikkula-Leino et al (2010) and Gustafsson-Pesonen and Remes (2012) discussed the role of teachers in, as well as the implementation of, entrepreneurship education. The perception of initial teachers on entrepreneurship/entrepreneurial learning was explored by Lepisto and Ronkko (2013) in Finland and Ehrlin et al (2016) in Sweden. Studies of entrepreneurship were also conducted in different STEM subjects, such as science (Anderson et al, 2017;Jiang et al, 2017), technology (Ezeudu et al, 2013), engineering (Jiang et al, 2017;Wang and Kleppe, 2001) and mathematics (Palmer and Johansson, 2018).…”

Section: Research On Entrepreneurship In Science Teacher Educationmentioning

confidence: 99%

“…(2010) and Gustafsson-Pesonen and Remes (2012) discussed the role of teachers in, as well as the implementation of, entrepreneurship education. The perception of initial teachers on entrepreneurship/entrepreneurial learning was explored by Lepisto and Ronkko (2013) in Finland and Ehrlin et al. (2016) in Sweden.…”

Section: Research On Entrepreneurship In Science Teacher Educationmentioning

confidence: 99%

Exploring the impact of positing entrepreneurship in nature of science: initial science teachers' perspectives

Kaya

McCormack

Erduran

et al. 2021

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PurposeThe social aspects of nature of science (NOS) have become more eminent but entrepreneurial perspectives of NOS continue to be neglected. Entrepreneurship is relevant to NOS and science education due to its role in scientific enterprises and its importance as a 21st-century skill required in all subjects, particularly in science, technology, engineering and math (STEM) subjects. Due to the impact of initial teacher education (ITE) and the science curriculum on Initial Science Teachers' (ISTs) understanding, the paper aims to explore the impact of including entrepreneurship in NOS with ISTs.Design/methodology/approachThe qualitative study investigated the changes in three ISTs by examining their understanding of entrepreneurship within NOS and their perspectives on the inclusion of entrepreneurship in the science curriculum following an intervention. The results were analysed through thematic and network analysis (NA).FindingsThe results indicated that following an intervention, ISTs developed a more holistic understanding of entrepreneurship in NOS and could see the benefits and rationale for including entrepreneurship in the science curriculum. However, certain concerns remained.Originality/valueAlthough entrepreneurship may contribute to NOS by promoting scientific development, enhancing interest in science and developing a holistic understanding of science, a thorough review of the relevant research literature suggests that studies investigating entrepreneurship in NOS are rare. The current paper fills this gap by exploring Irish ISTs' perspectives on positing entrepreneurship in NOS. The study suggests conducting further research on the integration of entrepreneurship in the science curriculum and its impact on ITE.

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“…In the process of starting a business for college students, there is no doubt that they must face pressure from various parties, such as lack of experience, interpersonal limitations, and shortage of funds. Therefore, college entrepreneurs must be able to maintain stress resistance at all times to face difficulties and unknown risks in the process of entrepreneurship (Ehrlin et al, 2016). Only by maintaining a stable entrepreneurial mood can they guarantee the unwavering willingness to start a business, support individual entrepreneurial goals and implement entrepreneurial behaviors.…”

Section: Introductionmentioning

confidence: 99%