Adopting Entrepreneurship Education—Teachers^′ Professional Development

Abstract

This study explores teachers’ professional development in entrepreneurship education (EE). It examines empirically the change in teachers’ EE practices among Finnish teachers in 2011–2017. Overall, the quantitative analysis reveals that entrepreneurship education practices are increasing, albeit unevenly. Three groups of teachers, EE experimenters, EE critics, and EE selectors show different profiles in their use of EE practices. Furthermore, these groups seem to represent different stages of EE professionalization. The analysis shows that teachers’ EE practices increase on the introductory stage but decrease deeply after. Moreover, the study suggests that teachers’ implementation of EE evolves along with their teaching experience. As regards implications it reveals that teachers in different stages of professional development need different types of support. The adoption of EE practices depends on the institutional and social support offered to teachers. The results of the investigation contribute to the literature of EE by introducing a new typology of teachers, also presenting empirical evidence of the teachers’ ability to absorb EE as a new approach. Furthermore, the study shows that for the adoption of EE it is not enough to emphasize the introductory stage but instead also the later stages of teacher’s professionalization need to be considered.

Do preschool teacher candidates self-efficacy beliefs and attitudes towards the profession predict their entrepreneurship

“…Entrepreneurship education, which has been on the agenda worldwide in recent years, is aimed to increase the entrepreneurial characteristics of students by being included in education programs, especially in European countries (European Commission, 2016). Schools specialize in entrepreneurship education as teachers professionalize in entrepreneurship education (Oksanen et al, 2022). Teachers' lack of knowledge about the concept of entrepreneurship and inadequate ideas about the purpose, method, practices, and results of entrepreneurship education are one of the important situations encountered in entrepreneurship education program implementations carried out in this context (Sommarström et al, 2017).…”

“…Teachers' lack of knowledge about the concept of entrepreneurship and inadequate ideas about the purpose, method, practices, and results of entrepreneurship education are one of the important situations encountered in entrepreneurship education program implementations carried out in this context (Sommarström et al, 2017). Considering that teacher quality is one of the factors affecting student quality (Antony & Elangkumaran, 2020), it is necessary to examine in depth the factors that affect teachers' entrepreneurship education and their entrepreneurship (Oksanen et al, 2022).…”

“…The professional learning and development of teachers are important tools in teaching new models such as entrepreneurship education that they will transfer to their students (Oksanen et al, 2022). Professional learning and development are also related to professional competence (Karacaoğlu, 2008).…”

Case-Study Based in Entrepreneurship Lectures for Teacher Candidates: A Design of Learning Phase

“…This can be realized by training them to become entrepreneurs when they are still teacher candidates. The results showed that there was a positive and significant influence between entrepreneurial skills with professional attitudes and self-efficacy [2,4,5].…”