Teachers’ practices of entrepreneurship education in cooperation with companies
Sommarström, Kaarina (2022-03-04)
Väitöskirja
04.03.2022
Lappeenranta-Lahti University of Technology LUT
Acta Universitatis Lappeenrantaensis
School of Engineering Science
School of Engineering Science, Tuotantotalous
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Julkaisun pysyvä osoite on
https://urn.fi/URN:ISBN:978-952-335-793-8
https://urn.fi/URN:ISBN:978-952-335-793-8
Tiivistelmä
This thesis deals with entrepreneurship education in the 7th, 8th and 9th grades in basic education when it is implemented in cooperation with companies. The research focuses on teachers’ practices, and how they view and implement entrepreneurship education in collaboration with an external party. The research question is: How is entrepreneurship education implemented by teachers in interaction with companies?
Entrepreneurship education in basic education is still a somewhat foreign concept. Entrepreneurship education has been more a matter for university studies rather than basic education. The Finnish National Curriculum has recommended schools in basic education to provide students with entrepreneurship and working life skills for more than 20 years.
The purpose of this study is to examine teachers’ practices in entrepreneurship education, and how they implement entrepreneurship education in cooperation with companies. This qualitative study uses an abductive approach. The research data was collected through interviews with a total of 35 participants: 11 principals, seven guidance counsellors and 17 teachers.
The study shows that teachers face a challenge to move from traditional teaching to a new kind of teaching in cooperation with companies as a third party. Teachers have to move from their own comfort zone to something new that they do not know. Teachers are not experts in the area being taught, but special expertise is transferred to students from company assignments in which students participate.
In conclusion, it can be argued that it is difficult for teachers to implement entrepreneurship education if they do not receive support from school management. If entrepreneurship education is adopted and adapted by the whole school, it will be easier for teachers to identify with it and the workload will not increase for an individual teacher. If a teacher tries to collaborate with companies alone but does not receive support from the school, the project will probably fade and end altogether.
Entrepreneurship education in basic education is still a somewhat foreign concept. Entrepreneurship education has been more a matter for university studies rather than basic education. The Finnish National Curriculum has recommended schools in basic education to provide students with entrepreneurship and working life skills for more than 20 years.
The purpose of this study is to examine teachers’ practices in entrepreneurship education, and how they implement entrepreneurship education in cooperation with companies. This qualitative study uses an abductive approach. The research data was collected through interviews with a total of 35 participants: 11 principals, seven guidance counsellors and 17 teachers.
The study shows that teachers face a challenge to move from traditional teaching to a new kind of teaching in cooperation with companies as a third party. Teachers have to move from their own comfort zone to something new that they do not know. Teachers are not experts in the area being taught, but special expertise is transferred to students from company assignments in which students participate.
In conclusion, it can be argued that it is difficult for teachers to implement entrepreneurship education if they do not receive support from school management. If entrepreneurship education is adopted and adapted by the whole school, it will be easier for teachers to identify with it and the workload will not increase for an individual teacher. If a teacher tries to collaborate with companies alone but does not receive support from the school, the project will probably fade and end altogether.
Kokoelmat
- Väitöskirjat [1112]