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Teachers’ entrepreneurship education practices: international comparison

In: Stimulating Entrepreneurial Activity in a European Context

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  • Lea Oksanen

Abstract

This study examines entrepreneurship education (EE) practices, based on international (n 287) data. The informants respond to a self-assessment survey which examines educators’ entrepreneurship education teaching practices. The study presents how different EE practices are utilized, and how a teacher’s own perception of his/her EE skills effect on teaching practices used, and especially, if these are connected to the teacher’s educational background and curricula development. Factor analysis, analysis of variance and regression analysis were used. The results show that teachers’ EE skills are crucial factors explaining the EE teaching practices, that is, the feeling of competence supports teacher’s own professional development. Interestingly, neither the longer presence of EE curricula, the teacher’s education level, nor teacher’s EE-related training indicate any effect on progress in the provision of EE, but all emphasis lies on the teacher’s own self-efficacy which is a combination of skills and competence.

Suggested Citation

  • Lea Oksanen, 2024. "Teachers’ entrepreneurship education practices: international comparison," Chapters, in: Sílvia Costa & Aard Groen & Francisco Liñán & Alain Fayolle (ed.), Stimulating Entrepreneurial Activity in a European Context, chapter 5, pages 90-111, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:20917_5
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    File URL: https://www.elgaronline.com/doi/10.4337/9781802200683.00014
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    Keywords

    Business and Management; Education;

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