Competencias para la formación inicial de los docentes en la enseñanza del emprendimiento

Abstract

El emprendimiento se considera un elemento clave a desarrollar por los ciudadanos del siglo XXI y de especial interés para la formación inicial de los docentes desde la perspectiva de la formación basada en competencias. El propósito de nuestra investigación ha sido establecer un modelo de emprendimiento como “competencia”, buscando sus elementos o competencias clave. Pretendemos que este modelo recoja la opinión de los expertos en formación inicial de los docentes, convocados a través de la Research and Development Community Enabling Teachers for Entrepreneurship Education (RDC ENTENP-ED[1]), dentro de la Association for Teacher Education in Europe (ATEE). Se seleccionaron 13 profesionales de la educación mediante un cuestionario para determinar su nivel de experto en el ámbito del emprendimiento. Se les propuso una colección de competencias del emprendimiento, creada por miembros del RDC ENTENP-ED a partir de un análisis de la literatura existente, y se les preguntó su opinión sobre los distintos ítems propuestos. Aplicando dos oleadas Delphi, se obtuvo un decálogo de competencias, que permiten desarrollar en su conjunto la competencia “emprendimiento”. Este decálogo podrá servir de base para la creación y difusión de materiales específicos para la formación inicial de docentes para la enseñanza del emprendimiento.

Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial Competence in Education

“…There are different theories about the competences and previous experience of teachers, whether having entrepreneurial experience in order to pass it on to students (Bueckmann Diegoli et al 2018), or whether having the possibility to acquire the entrepreneurial competence during initial teacher education and continuous professional development (Ibáñez-Cubillas and Gijón Puerta 2021;Peltonen 2015). Research demonstrates that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach, rather than traditional education methods which do not provide for proper entrepreneurial skills and competences (Alvarez Marques and Albuquerque 2012).…”

Perfil del profesorado cuyas prácticas docentes favorecen la competencia emprendedora

“…Esta competencia destaca por su multidimensionalidad y complejidad para implementarla en los sistemas educativos (Azqueta y Naval, 2019;Castellote y Caballero, 2020;Diepolder et al, 2021;Ibáñez-Cubillas y Gijón, 2021;Reis et al, 2021). Con el fin de estructurar sus dimensiones, el Marco Europeo de Competencias de Emprendimiento (Entrecomp) identifica tres áreas competenciales en la competencia emprendedora: ideas y oportunidades, recursos y pasar a la acción (Bacigalupo et al, 2016;European Commission, 2019;Seikkula-Leino y Salomaa, 2021).…”

A Case Study of Entrepreneurial Intent Among Students of the Primary Education Degree in the Basque Country and the Performance of Education Faculties

“…In November 2021, the youth unemployment rate in Spain stood at 29.2%, the second highest in Europe after Greece, and well above the euro area average (15.5%). The welfare state is now at risk after the last global economic crises (Ibáñez-Cubillas and Gijón, 2021). Youth unemployment in Spain reached its highest peak in 2013, when more than half of the population (55.5%) were unemployed (National Institute of Statistics, n.d.).…”

“…Youth unemployment in Spain reached its highest peak in 2013, when more than half of the population (55.5%) were unemployed (National Institute of Statistics, n.d.). A viable solution to address high unemployment rates and generate employment is to promote self-employment and entrepreneurship among young people (Manso and Thoilliez, 2015;Afonso and da Silva, 2019;Ibáñez-Cubillas and Gijón, 2021), although ideally the driving force of entrepreneurship should be to contribute to the economic growth of the region rather than to the financial need to survive (Reyes, 2012). While the state has traditionally been responsible for promoting employment, it has been overwhelmed, and universities can therefore provide much-needed support (Cardozo et al, 2021).…”

“…Entrepreneurship has multiple meanings. Whereas the term is especially associated with a person starting a business, it can also be related to anyone who decides to carry out a project, whether or not it serves an economic purpose (Formichella, 2004), or it can even be referred to a certain behavior, style, or way of life (Ibáñez-Cubillas and Gijón, 2021). This requires initiative, innovation, and a positive attitude towards change, among others (Manso and Thoilliez, 2015).…”