Entrepreneurship Education
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Strength of Evidence Transferability Editors' Comments |
Professional DevelopmentMany of the teachers deployed to deliver aspects of enterprise education were non specialists and subject-specific professional development for teachers was patchy. This needs to be more substantial that updating sessions by exam boards. There were few examples of teachers in 11 to 16 schools sharing good practice with specialist teachers in neighbouring schools or in wider subject networks. Teachers, the critical success factor: Teachers need the right sort of support: i.e. sound research to understand teachers' conceptions of and approaches to entrepreneurship education; effective teacher training, both initial and continuing; on-going support like tools to exchange good practice, the development of banks of content, tools, methodologies and resources, the establishment of effective support networks. A Vision of Entrepreneurial TeachersThey reward individual initiative, responsibility taking and risk taking and are ready to accept failure as an integral part of a learning process. They also need to know how to manage and mitigate risks to avoid what might be a costly waste of time, skill and commitment. Entrepreneurial teachers know how to mitigate risks. Entrepreneurial teachers have strong team working skills, are networkers who regularly exchange approaches and resources with their peers to support innovation and creativity in teaching and learning. Prioritise entrepreneurial skills in selection and recruitment.. Build on existing active earning opportunities and links to form a school strategy that includes appropriate assessment methods. Set up links with entrepreneurs and businesses and develop mentorship programmes. Ensure national strategies support professional development with funding based upon good practice criteria. Encourage all teachers to ‘buy in’ to professional development in E.E. possibly through the use of ‘champions. |
