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Very often it has been reported that the greatest obstacle in Entrepreneurship Education are the teachers and their attitudes towards entrepreneurship. In the Entrepreneurial Development Coaching (EDC) program an aim has been to change participants’ thinking and pedagogical actions in entrepreneurship education. In this process the educators used the entrepreneurial learning method. Several researchers (e.g. Gibb 1993; Kyrö 1997; Kyrö & Ripatti 2006; Kyrö, Lehtonen & Ristimäki 2007) have stated that entrepreneurship education needs to be taught entrepreneurially. This, in turn, makes the education entrepreneurial. Haahti (1989) followed the historical text sources and found the first meaning of entrepreneurship education which was action. Teaching entrepreneurship by knowledge-based methods alone does not affect the character and the nature of entrepreneurship and may actually have negative consequences. Conversely teaching whatever subject entrepreneurially affects values, attitudes, action habits and thinking and these will promote entrepreneurship. In this paper we deal with the research question: Does the new entrepreneurial pedagogy model, EDC, affect teachers’ thinking and action on entrepreneurship? Liisa Remes was the main educator onthe program and Anne Gustafsson-Pesonen was the lead researcher and lead evaluator of the education process and EDC program. In this paper they will demonstrate the entrepreneurial learning method, the structure of the course and the impact of the entrepreneurial course on teachers’ thinking and action on entrepreneurship.Keywords: entrepreneurship education; teacher education; evaluation of the program; thinking and action on entrepreneurship; tacit knowledge; knowledge coding(Published: 9 March 2012)Citation: Annals of Innovation & Entrepreneurship 2012, 3: 17211 - DOI: 10.3402/aie.v3i0.17211 |
