Teaching Entrepreneurship by Using the “Student Enterprise Model” to Future Vocational Teachers
Journal article, Peer reviewed
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https://hdl.handle.net/10642/2696Utgivelsesdato
2015-03Metadata
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Originalversjon
Goth, 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.Sammendrag
A 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.