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dc.contributor.authorGoth, Ursula-Georgine Smålanden_US
dc.contributor.authorSchön, Eldbjørg Marieen_US
dc.date.accessioned2015-09-21T11:16:21Z
dc.date.available2015-09-21T11:16:21Z
dc.date.issued2015-03en_US
dc.identifier.citationGoth, U. S., Schön, E. M. (2015). Teaching entrepreneurship by using the 'student enterprise model' to future vocational teachers. Journal of Education and Vocational Research, 6(1), 68-78.en_US
dc.identifier.issn2221-2590en_US
dc.identifier.otherFRIDAID 1229532en_US
dc.identifier.urihttps://hdl.handle.net/10642/2696
dc.description.abstractA recent focus worldwide is on education to foster entrepreneurship, mostly at the college level. Norway's Knowledge Promotion Reform introduces entrepreneurial thinking already in upper-secondary education and gives to vocational teachers the task of preparing students in these areas. The Oslo and Akershus University College, Institute for Vocational Education, teaches entrepreneurship both on theoretical and practical level to students preparing to teach in public schools. This article examines the practical dissemination of entrepreneurship through the project “Student Enterprise,” and examines how the targets of this module – those in training to be vocational teachers – perceived its relevance. The research question was pursued through a strategic literature search, a quantitative analysis of teaching assessments from 114 students (course evaluations), and a survey of 18 vocational teachers-in-training. The literature search and theories of Dreyfus & Dreyfus and Schumpeter formed the basis for analysis and discussion. The "Student Enterprises" teaching plan and method aims to promote entrepreneurial thinking and convey direct experience to future vocational teachers, who will in turn impart these lessons to their students, with the implication that they will use the same model with their students. The results show that today's praxis is not effective with all vocational-teaching students as a method of preparing teachers to teach entrepreneurial skills. Authors found a high level of dissatisfaction among future vocational teachers with the Student Enterprises module, but the specifics of the dissatisfaction could not be clearly ascertained, suggesting a need for further assessment to better adapt this entrepreneurial pedagogy to students' needs.en_US
dc.language.isoengen_US
dc.publisherInternational Foundation for Research and Developmenten_US
dc.relation.ispartofseriesJournal of Education and Vocational Research;6(1)en_US
dc.subjectEntrepreneurshipen_US
dc.subjectVocational teacheren_US
dc.subjectStudent enterpriseen_US
dc.subjectQualitative studyen_US
dc.subjectNorwayen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Andre pedagogiske fag: 289en_US
dc.titleTeaching Entrepreneurship by Using the “Student Enterprise Model” to Future Vocational Teachersen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US


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