How do teachers interpret and transform entrepreneurship education?

Fejes, Andreas; Nylund, Mattias; Wallin, Jessica

doi:10.1080/00220272.2018.1488998

Cited by 61 publications

(60 citation statements)

References 23 publications

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“…Global interest grew on the topic of entrepreneurship in the early 1980s as the economy's focus turned to small and medium-sized (SME) businesses as a solution to unemployment (Jones & Iredale, 2014;Pepin, 2018). In Finland (Komulainen et al, 2009) and Sweden (Fejes et al, 2019) entrepreneurship education is written into the curriculum for all year levels and across all subjects. In the United States, 'entrepreneurship education' is the terminology used; while 'enterprise education' is used in the United Kingdom (Lackéus & Middleton, 2015); and in New Zealand's curriculum students are to explore what it is to be 'enterprising' (Ministry of Education, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Taking a broader view of entrepreneurial competencies requires learning through ventures or designs that respond to opportunities in a wider range of subject areas and problem solving opportunities throughout the surrounding community and can appeal to students who are interested in ventures that serve a broader purpose in society (Kirkley, 2017;Osiri et al, 2015). While some argue that the narrow and broad views be kept separate (Jones & Iredale, 2014) and there is preference for the broader view (Davidsen, 2015; Lackéus, 2015), these views can co-exist (Fejes et al, 2019) when students learn about, for, and through entrepreneurship (Hannon, 2005).…”

Section: A Narrow or Broad View Of Entrepreneurship Educationmentioning

confidence: 99%

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Entrepreneurship education today for students unknown futures

Hardie

Highfield

Lee

2020

JPR

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Society requires education to prepare students with the tools and ability to navigate and find success for unknown futures. Entrepreneurship education has the potential to deliver the relevant curriculum and competencies to support young people to develop resilience, independence, innovation and ability to recognise opportunities to live productive and rewarding lives in this new post COVID-19 environment. Entrepreneurship has been encouraged by government initiatives to address rapidly evolving challenges due to economic disruption. The purpose of this study was to conduct a literature review of entrepreneurship education pedagogy in order to understand the growing evidence of the effectiveness of programmes that support students to act on opportunities that address social, economic, and environmental issues that have arisen in their communities. An analysis of 45 studies across nine countries suggests that although these types of learning opportunities are written into curricula, students rarely experience this type of learning in their schooling. Sustained interest in entrepreneurship through effective methods such as assistance from external trainers and value creation throughout schooling develops students' intent for continued study of entrepreneurship at university. Teachers need opportunities to build confidence, knowledge and capacity to develop effective entrepreneurship education learning experiences that are relevant to today's students' future life challenges.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: A Narrow or Broad View Of Entrepreneurship Educationmentioning

confidence: 99%

Entrepreneurship education today for students unknown futures

Hardie

Highfield

Lee

2020

JPR

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show abstract

“…Entrepreneurship as a common educational value (cf. Fejes et al, 2018; Finnish National Agency for Education, 2014) was the overarching element of case Entrepreneurship. Besides common educational values, the teacher always brings her or his own values into the teaching situation.…”

Section: Towards a Didactic Model For Multidisciplinary Teachingmentioning

confidence: 99%

“…Entrepreneurship as personalized in everyday practice is a common concept and knowledge area of education in the Nordic countries (cf. Fejes et al, 2018). In a society that favours entrepreneurial citizens, who manage to solve a broad spectrum of social problems and are empowered to create a good life (e.g., Blenker et al, 2012;Finnish National Agency for Education, 2014), the entrepreneurial competence is relevant for sixth-graders who gradually are taking a bigger part in society through studies and work life.…”

Section: Towards a Didactic Model For Multidisciplinary Teachingmentioning

confidence: 99%

Towards a didactic model for multidisciplinary teaching - a didactic analysis of multidisciplinary cases in Finnish primary schools

Mård

Hilli

2020

Journal of Curriculum Studies

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This article investigates multidisciplinary teaching practices through models of General Didactics. Multidisciplinary education is gaining interest on international and national levels through policy reforms. Research on multidisciplinary teaching practices is often descriptive and there is a lack of theories to support teachers. General Didactics on the other hand builds on a long tradition of models and concepts (e.g., content, aims, and methods) relevant for the autonomous teacher who reflects on how to structure and execute the teaching practice. The didactic models of Wolfgang Klafki and Wolfgang Schulz were used when analysing two cases of multidisciplinary teaching in two Finnish primary schools. The question addressed is in what ways General Didactic principles, as defined by Klafki and Schulz, can be identified in the multidisciplinary teaching practices. The method of study is comparative, thematic analysis. The article suggests a theoretically and empirically informed didactic model for multidisciplinary teaching. Identified framing factors (school culture, collaboration, curricula) and shaping factors (subjects, competences, values and aims of education, student needs and interests, contemporary issues, methods) are included in the model for multidisciplinary teaching. The model may support teachers in planning and reflecting on multidisciplinary teaching. To strenghten its validity, the model needs to be empirically tested in different educational contexts.

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“…Sweden provides an interesting context for such investigation since, together with the other Nordic countries, it has been widely regarded as a strong proponent of equality and the preparation of all students to be active, critical workers and citizens (Fejes, Nylund, and Wallin 2018;Lappalainen, Nylund, and Rosvall 2018). The post-war educational policies in Sweden, reducing differences between educational pathways recruiting pupils from different social classes, should be seen in this context (Nicaise et al 2005).…”

Section: The Contextmentioning

confidence: 99%

Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects

Nylund

Ledman

Rosvall

et al. 2019

British Journal of Sociology of Education

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Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students' practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students' practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes. The focal problem and purpose of the study There is a long history of differentiation in education, that prepares young people from different class backgrounds for unequal future life chances and experiences and channels them into very different positions in society and the division of labour (Bernstein 2000; Bourdieu and Passeron 1970). Vocational education, in Sweden and elsewhere, is embedded and plays key roles in such contexts by primarily attracting working-class students and socializing them for working-class jobs. However, part of the mission of modern mass educational systems in liberal democracies is to foster formally equal citizens by promoting reproduction of essential conditions for democratic governance. The tension between these two processes highlights the importance of raising and addressing questions about citizenship preparation in education, particularly in contexts such as vocational programmes.

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How do teachers interpret and transform entrepreneurship education?

Cited by 61 publications

References 23 publications

Entrepreneurship education today for students unknown futures

Entrepreneurship education today for students unknown futures

Towards a didactic model for multidisciplinary teaching - a didactic analysis of multidisciplinary cases in Finnish primary schools

Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects

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