Education for entrepreneurship in Secondary Education: teachers' opinions about the current state and future possibilities in European contexts

Identifier:  imarina:9216883

Handle: https://hdl.handle.net/20.500.11797/imarina9216883

Authors:  Prendes Espinosa, Ma Paz; Solano Fernandez, Isabel Ma; Gonzalez Martinez, Juan; Cerdan Cartagena, Fernando

Abstract:
INTRODUCTION. Education for entrepreneurship is considered one of the priority goals for the educational systems by the EU member states. Supporting the definition and the characterization of the concept of entrepreneurship competence, in this paper we present the capacities linked to the development of this key competence, taking as a starting point the proposal made by the European Entrepreneurship Competence Framework (EntreComp). METHOD. This research has been carried out using a quantitative methodological approach, based on the questionnaire as an instrument for collecting information. The sample has been made up of 272 Secondary Education teachers from Greece, Spain, Italy and Belgium. RESULTS. The most important elements for teachers are motivation, learning from experience and teamwork. They are also those elements with more presence in the classroom, and those which teachers think they should devote more time to in class. In addition, teachers demand more training to include education for entrepreneurship in their teaching practice; and, for this, they especially require models and practical references that help them to define their teaching action. There is also a low inclusion of digital technologies as favouring entrepreneurship in the classroom. DISCUSSION. The teachers' views are in line with the literature review, although an important difference is detected between the importance that the theoretical models have and the importance teachers assign to educational technology. However, they demand to be trained this way as much in the technological referents as in the pedagogical ones.