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This paper aims to explore the perceptions of teacher students regarding entrepreneurship education and how they understand entrepreneurship as part of their future pedagogical work.

Data were collected in 2010, 2011, and 2012 from the essays of 257 teacher students. The data were then analysed through a phenomenological approach.

On the basis of the results, we categorise teacher students into three types: sceptics, followers, and innovators.

The study was limited to teacher students at the Department of Teacher Education at Rauma. The data were collected during an Entrepreneurship and Citizenship course under the Teacher Education programme.

The most important and necessary requirement for developing entrepreneurship education for future teachers is to clearly define the aforementioned concept. A learning environment should enable teacher students to approach the topic in an informal manner, allowing them to comfortably compare different critical views. Further maximising the benefits of such an environment necessitates fostering a relaxed and encouraging learning atmosphere, as well as multi‐professional cooperation. The “leading extract” of entrepreneurship education must be based on education and pedagogy, instead of on market forces.

Early entrepreneurship research concentrates on what entrepreneurship means and includes, how it should be realised, and what the responses are to related educational initiatives. The current work focuses on the conclusions teacher students draw about entrepreneurship/enterprise education and what kind of entrepreneurship/enterprise education is presently a part of teacher education.

This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors.

This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper first examines the overall picture of entrepreneurship education practices. Then, after a factor analysis, the paper builds new sum measures of entrepreneurship education practices. Finally, the paper studies the teachers’ background information to further analyze the entrepreneurship education practices.

The findings provide information on which methods appear to be used the most frequently in basic and upper secondary education, and how these practices vary between different school levels. The results also indicate that the perception teachers have of their own entrepreneurship education skills is closely connected to the implementation of entrepreneurship education. Moreover, the findings present the connection between teacher training and the implementation of entrepreneurship education.

Teachers’ entrepreneurship education practices and related teaching and working methods are important in many respects. As research has primarily focused on higher education where the transferability of the results to basic and upper secondary education seems vague, this paper concentrates on the teachers’ role and especially their practices in lower education. The authors consider that their article has a special value in exploring and opening dialogue in this area.

For a number of years and in several policy programs, entrepreneurship education has been considered a core part of the educational system in every European country. However, teachers in general education seem ill-equipped to incorporate entrepreneurship in their daily practices. The present study examines how universities can support teachers’ professional development in creating learning environments in general education related to working life and entrepreneurship, highlighting design-based research (DBR) as one model of continuing education. The continuing education process in question was a university-school collaborative partnership in a regional project coordinated by the university and involving teachers (N = 8) in comprehensive schools and upper secondary schools. Each teacher was observed and supported by a university lecturer (one of the authors) in their natural learning environments while developing their practices. The university lecturer working as project leader is a researcher in entrepreneurship education and has previously worked as a teacher at the educational levels in question. Despite some challenges, the findings encourage further development of the model, especially for scheduling of the supporting research.

The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education?

A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012.

The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules.

The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

The aim of this paper is to show how entrepreneurship education focuses on the teacher's learning and reflection and how, according to the data, undeveloped reflections impede the development of entrepreneurship education.

The data were collected through content typing in 2008 from 29 teachers at the basic, upper secondary and vocational educational levels. The focus is on self‐reflection – how and what teachers reflect on when writing about entrepreneurship education.

The teachers stress the need for coordination between subjects in developing a more entrepreneurially oriented working community. There appears to be confusion between aims and practices in entrepreneurship education: when asked to give the aims, the teachers describe the practices. Moreover, they “outsource” themselves but refer to aims from the pupils' perspective.

This study only presents preliminary data from the project.

The development of teacher learning in terms of reflection, which should be developed in their basic and in‐service training; the implementation of changes in the educational arena, such as curriculum reform, from the perspective of learning and reflection; and the connection between aims and results in the context of entrepreneurship education.

The approach taken to teacher learning and reflection in the context of entrepreneurship education has so far been an unexplored field of research. Moreover, our article highlights the crucial factor, the development of the teacher's learning, in the context of entrepreneurship education which, according to our results, has received far too little attention in the discourse on entrepreneuship education, and thus also in the strengthening of entrepreneurship. Our article introduces new trends for international research on entrepreneurship and entrepreneurship education, in which increasing attention should be paid to the learning processes of teachers and instructors.

The purpose of this paper is to ascertain how the people who train Finnish teachers implement entrepreneurship education in the guidance they provide. The authors show how learning through, for and about entrepreneurship manifests in the self-evaluations of Finnish teacher educators.

Data were collected in spring 2012 with a quantitative survey questionnaire to 100 teacher educators and training teachers for vocational and general education, to rectors and managers.

The teacher educators used a relatively large number of the pedagogical models and methods pursued in entrepreneurship education, such as problem based learning, experiential and practical descriptions of situations, and they also encouraged their students to take responsibility and to be self-directed. These can be seen to specifically support learning for entrepreneurship. On the other hand there would still be room for improvement as regards the teacher educators’ guidance through entrepreneurship.

It would be appropriate in entrepreneurship education to take account of prospective teachers’ authentic experiences of entrepreneurship. For example, in teacher training greater use could be made of practice enterprises, co-operative operations, on-the-job learning and methods such as the Young Enterprise business incubator.

The European Union places particular emphasis on the further development of entrepreneurship education in teacher training. The study opens up perspectives on what kinds of skills teacher educators impart to prospective teachers who will continue in working life until the 2070s.

The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education.

The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data.

The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society.

The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions.

The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes.

The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.

Entrepreneurship teachers (ETs) evolve in an environment where different categories of people interact: students, teachers and stakeholders. Assuming one or more identities or roles, teachers, practitioners, ex-entrepreneurs and/or researchers are the ‘transmitters’¹ of entrepreneurship education (EE). The question of recognition of teachers’ professional status is not always addressed (Hargreaves, 2000). Scientific research in EE shows certain weaknesses (Byrne, Fayolle, & Toutain, 2014; Fayolle, 2013), notably, a lack of interest in questions of (i) the perceived legitimacy of ETs and (ii) the support they receive in carrying out their work (particularly professional development). Taking a decidedly multidisciplinary perspective, this chapter aims to deal with the question of the perceived legitimacy of ETs using a literature review that covers all disciplines having shown an interest in the notion of teacher legitimacy.

The legitimacy of EE depends on the interactions between legitimate instructors and legitimate students in a given context, which respects certain collectively accepted norms. It also depends on the context and the objective of EE. Following the example of a university hospital worker (doctor), ETs can be practitioners, teachers and researchers. Their degree of expertise, position in the institution, positioning in relation to other actors – students, peers, colleagues, institutional and professional stakeholders – and the discourse they use are the elements that constitute their legitimacy.

The purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.

A three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.

There is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.

Research on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.