The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula

Abstract

The purpose of this study was to examine the utilization of the opportunities offered by teacher and school autonomy in entrepreneurship education with companies involved. The research question was: How do schools and teachers use their autonomy in the implementation of entrepreneurship education? This research question was complemented by two additional research questions that were: How does teacher autonomy benefit the implementation of entrepreneurship education? and How do teachers want to utilize autonomy in teaching? This qualitative study used content analyses and the data were collected via semi-structured interviews, with a total of 35 people from 23 schools in Finland. The findings show that school and teacher autonomy brought excellent results in implementing entrepreneurship education and, in these cases, the message of the curriculum worked as fuel for the activities carried out by the school and the teachers. At the same time, some groups of schools and teachers disregarded the message of the curriculum for a set of reasons. Hence, the educational authorities nationally and locally need to consider the balance between autonomy and the core curriculum and weigh the pros and cons of the situation. The study suggests further research on teachers’ perceptions of the relationship between the curricula expectations and implementation of entrepreneurship education.

Improving Learning Through Assessment Rubrics

“…School management should pay attention to the fact that the teachers have the time, opportunities, and space to build an understanding of entrepreneurial competence together with other teachers. As noted in a previous research (Sommarström et al, 2021), teacher autonomy is important in understanding entrepreneurship education and, on the other hand, school management affects how a teacher is able to implement entrepreneurship education .…”

“…Earlier studies have confirmed that teachers implement entrepreneurial aspects in their teaching independently, but there are differences in the number and variation of entrepreneurship education methods used by teachers (Ruskovaara, 2014). Notwithstanding the large number and variation of materials, guiding documents and provided methods, in some cases teachers may have difficulties to implement entrepreneurial methods in their teaching (e.g., Sommarström et al 2021).…”

Evaluación del impacto de un programa de formación del potencial emprendedor en estudiantes de educación secundaria

“…Además, el programa permite cierta autonomía a los docentes para aplicar las diferentes actividades y seleccionar los recursos, lo que repercute positivamente en los resultados (Sommarström et al, 2021). En definitiva, el programa recoge 4 objetivos generales y 137 específicos, distribuidos por cada uno de los indicadores.…”

Overseas Chinese Returnees’ Swindler Syndrome and Their Entrepreneurial Education Under Psychological Resilience

“…Therefore, China can carry out joint education in colleges and universities, and expand the number of exchange students. And students with entrepreneurial intentions should be encouraged to carry out entrepreneurship education from various angles (Sommarström et al, 2021).…”