German-Czech Declaration

Bažant, Jan; Bažantová, Nina; Starn, Frances; Kirk, Robin

doi:10.1215/9780822393030-079

Cited by 1 publication

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“…Enabled real-world working assignments : Project assignments with real enterprises have resulted in positive outcomes (Cooper et al, 2004; Pittaway & Cope, 2007; Solomon, 2007; Richardson & Hynes, 2008; Ruskovaara & Pihkala, 2014b). Kohl (2009) suggests that authentic company assignments develop students’ range of communication and preparation skills necessary for teamwork (Garnett et al, 2016). Furthermore, real experience develops resilience to cope with uncertainty, strengthens problem-solving skills and understanding of controlled risks (Ruskovaara & Pihkala, 2014b).…”

Section: Quantitative Methodologymentioning

confidence: 99%

Adopting Entrepreneurship Education—Teachers^′Professional Development

Oksanen

Oikkonen

Pihkala

2022

Entrepreneurship Education and Pedagogy

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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.

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