Investigation of Preschool Teacher Candidates’ Attitudes Towards Learning and Their Entrepreneurship Levels

Abstract

Since learning to learn and entrepreneurship as lifelong learning competencies get importance, it is expected from teacher candidates to have positive attitudes towards learning and to be entrepreneur. Owing to this, it was aimed to investigate preschool teacher candidates' attitudes towards learning and their entrepreneurship levels in terms of various variables in addition to determine the effect of their attitudes towards learning on their entrepreneurship levels. The research was carried out via participation of 170 teacher candidates having been educated at department of preschool education at Mersin University. "Atitude Scale towards Learning" developed by Kara (2010) to determine teacher candidates' attitudes towards learning and "Entrepreneurship Scale for Undergraduate Students" developed by Yılmaz and Sünbül (2009) to determine their entrepreneurship levels were used. Descriptive statistics was done to determine preschool teacher candidates' attitudes towards learning and their entrepreneurship levels. Tests of differentiation among means was carried out to define whether differentiation occurs in preschool teacher candidates' attitudes and perceptions on entrepreneurship levels according to such variables as gender, grade and the frequency of use of ICT for learning. Path analysis was carried out to state the effect of preschool teacher candidates' attitudes towards learning on their perception about entrepreneurship levels by using Lisrel Program. The findings of the study indicated preschool teacher candidates' positive attitudes towards learning and high perceptions on entrepreneurship. Moreover, it was concluded that attitude towards learning wasn't a variable affecting entrepreneurship level.© 2014 IOJES. All rights reserved Keywords: 1 learning, attitude, entrepreneurship, pre-school teacher candidate Extended Abstract PurposeIt is neccessary for individuals to have such knowledge, skills and attitudes defined as lifelong learning competencies in order to overcome their learning needs. Entrepreneurship and self learning are skills individuals are expected to have (European Commission, 2007). First of all, Individual is expected to have positive attitudes towards learning with regard to lifelong learning concept emphasizing learning is going on during life. Since attitudes are significant in humans' life, their professions, in the process of solving problems and achieving a goal (Kara, 2010). In other words, negative attitudes towards learning play a disincentive role in self learning and becoming entrepreneur. When it is thought needs are regarded in education, instruction should be designed to provide individuals to be entrepreneur and have positive attitudes towards learning. Since learning to learn and entrepreneurship as lifelong learning competencies get importance, it is expected from teacher candidates to have positive attitudes towards learning and to be

A Review of Entrepreneurship Education in Teacher Education

“…In addition, there were study results about entrepreneurial characteristics, skills and competences. For example, according to teachers, students have limited risk-taking attitudes (Akyürek & Şahin, 2013); "Entrepreneurial Development Coaching" developed teamwork, cooperation and the entrepreneurial mentality of teachers (Gustafsson-Pesonen & Remes, 2012); entrepreneurship had a positive influence on educators in terms of access to information, cooperation and communication (Chukwurah, 2010); teachers had medium personal cognitive control and innovative behaviours, and they had high entrepreneurial self-efficacy (Pihie et al, 2011b); teachers gained self-confidence in the teaching of entrepreneurship (Fischer, 2000); pre-service teachers acquired qualifications such as innovativeness, confidence, professionalism, and leadership (Amos & Onifade, 2013); pre-service preschool teachers had a high perception of entrepreneurship (Konokman & Yelken, 2014); those teachers who wanted to be an entrepreneur had more entrepreneurial characteristics (Bakar et al, 2001); and finally, teachers strengthened themselves on the subject of entrepreneurship education (Seikkula-Leino, 2011).…”

“…For instance, it was seen that pre-service teachers acquire qualifications such as innovativeness, confidence, profession and leadership, thanks to entrepreneurship education (Amos & Onifade, 2013). It has also been stated that pre-service preschool teachers have a high perception of entrepreneurship (Konokman & Yelken, 2014). As for music education, pre-service teachers strengthen their musical competence through entrepreneurship education (Hietanen, 2013).…”

“…Sample groups were also taken from trade/business exploring education and economic education (Bakar et al, 2001;Cheung, 2008;Fischer, 2000;Gardner, 2013;Orji, 2014). Other branches providing sample groups for study were mathematics, instructional technologies, handicraft and theatre, music education, expert teachers, pre-school, domestic science, agronomics, industrial arts, life skills and literature education (Amos & Onifade, 2013;Bakar et al, 2001;Gardner, 2013;Hamid, 2013;Hietanen, 2013;Kleppe, 2002;Konokman & Yelken, 2014;Lepistö & Ronkko, 2013;Orji, 2014;Snow, 2012). In Table 7, preferred sample groups, with the exception of educator personnel, are given.…”

“…Suggestions as to what should be done in teacher education under this theme were included. For example, entrepreneurship education should be included in teacher training curriculum (Bakar et al, 2001;Baranović & Stibric, 2007;Fagan, 2006;Gustafsson-Pesonen & Remes, 2012;Žibėnienė, 2012); experimental and conceptual works should be incorporated in entrepreneurship lessons for teacher training (Hannula, 2011;Van Dam et al, 2010); there should be cooperation with business sectors in the educational process in teacher training (Žibėnienė, 2012); different types of participants should be included in entrepreneurship education and its influence should be investigated ; teacher training programmes should be constructed (Konokman & Yelken, 2014); and finally, teacher trainers should focus on providing self-efficacy and attitude (Pihie et al, 2011b).…”

“…In relation to the literature on entrepreneurship education, we have found studies on all almost every level of education. For instance, Konokman and Yelken (2014) investigate entrepreneurial levels of pre-service teachers regarding pre-school education. Some researchers examine opinions of primary school teachers regarding entrepreneurship education (Akyürek & Şahin, 2013;Lepistö & Ronkko, 2013).…”