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Finnish Teachers as Users and Creators ofLearning Environments That PromoteEntrepreneushipMinna Riikka Järvinen, PhD, MA, ...
Kerhokeskus TM& Co.Innovations forteaching
7 survival skills, Wagner 2008,2012• Critical thinking and problem solving• Collaboration across networks and leading by i...
Entrepreneuship education as means fordeveloping metacognitive skillshttps://www.teachthought.com/learning/is-entreprenuri...
Research questionHow teachers in Finnish basic education and general andvocational upper secondary education use and creat...
Data collection with Measurement Toolfor Entrepreneurship Education™• Self-evaluation tool for teachers in basic and upper...
The Measurement Tool examinesentrepreneurship education1. Entrepreneurship and entrepreneurship education2. Pedagogical so...
Based on definition of future learning environmentsBoundaries of formal, informal and nonformal learning environments disa...
Concept of entrepreneurship• Derived from Gibb 2005; Remes 2001, 2004; Kyrö 2005, 2008• Independence• Self-evaluation skil...
Research data & analysis• 36 questions /112; learning environment 22 ,entrepreneurship 14• N=638• Background information: ...
Results. Teaching situations andlearning environments• Teachers create and utilise entrepreneurial learningenvironments oc...
Results. Content analysis; learningenvironments (le)Activity-based physical le: mean 2,6 times/6months; differences betwee...
Results. Developing Entrepreneurshipin learnersScale 0-4 (never-daily)3 principal components:Encouragement – mean 3; only ...
ConclusionsTeachers are school-centered but flexible.Learning environments out-of-school visited once-twice/semester.Invol...
ConclusionsCornerstones of all learning, responsibility, goal-orientation,strenghtening confidence in one’s skills, learni...
Three dreams about future school”The world of not knowing is the world oflearning”.
School pedagogy of the futureKrokfors et al. 2010
Thank you for your attention! Ask for the full paper:minnariikka.jarvinen@kerhokeskus.fi
Finnish Teachers as Users and Creators of Learning Environments that Promote Entrepreneurship
Finnish Teachers as Users and Creators of Learning Environments that Promote Entrepreneurship
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Finnish Teachers as Users and Creators of Learning Environments that Promote Entrepreneurship

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Finnish Teachers as Users and Creators of Learning Environments that Promote Entrepreneurship

  1. 1. Finnish Teachers as Users and Creators ofLearning Environments That PromoteEntrepreneushipMinna Riikka Järvinen, PhD, MA, MBAMay 15, 2013 Kerhokeskus, FinlandResearch paper by Minna Riikka Järvinen, Merike Kesler and ElenaRuskovaara
  2. 2. Kerhokeskus TM& Co.Innovations forteaching
  3. 3. 7 survival skills, Wagner 2008,2012• Critical thinking and problem solving• Collaboration across networks and leading by influence• Agility and adaptability• Initiative and entrepreneurship• Effective oral and written communication• Accessing and analysing information• Curiosity and imagination• https://www.teachthought.com/learning/21st-century-learning-preparing-students-for-complex-futures/
  4. 4. Entrepreneuship education as means fordeveloping metacognitive skillshttps://www.teachthought.com/learning/is-entreprenurial-learning-the-way-of-the-future/?ref=nf
  5. 5. Research questionHow teachers in Finnish basic education and general andvocational upper secondary education use and createlearning environments that facilitate thedevelopment of key skills and foster entrepreneuship instudents.
  6. 6. Data collection with Measurement Toolfor Entrepreneurship Education™• Self-evaluation tool for teachers in basic and upper secondaryeducation• Helps to evaluate and develop one’s own entrepreneurshipeducation and that of the school community• Responding questionaire of 112 questions takes approx. 15minutes, after which immediate personal feedback and ideas forthe implementation of entrepreneurship education are given• Feedback requires registration• Tool available in Finnish and Swedish, seewww.lut.fi/entre
  7. 7. The Measurement Tool examinesentrepreneurship education1. Entrepreneurship and entrepreneurship education2. Pedagogical solutions3. Operating culture4. Learning environments5. Operation in networks
  8. 8. Based on definition of future learning environmentsBoundaries of formal, informal and nonformal learning environments disappearCo-creation of knowledge - learners active role as a producer of knowledge!From subject-based learning to topic-based understanding and creation.Knowledge and skills aquired outside school recognized also in school teaching.(Saywer 2006; Natritello 2007; Kangas 2010)Concept of learning environment of themeasurement tool
  9. 9. Concept of entrepreneurship• Derived from Gibb 2005; Remes 2001, 2004; Kyrö 2005, 2008• Independence• Self-evaluation skills• Talents and skills• Responsibility• Goal-orientation• New solutions• Risk-taking• Learning from mistakes• Recognising one’s potentials• Future aspirations
  10. 10. Research data & analysis• 36 questions /112; learning environment 22 ,entrepreneurship 14• N=638• Background information: teachers’ age, gender,working experience, school level• SPSS (IBM SPSS STATISTICS v20) with datacompression using principal component analysis PCA +sum variables• Statistical differences tested using ANOVA varianceanalysis Post Hoc (Tukey)
  11. 11. Results. Teaching situations andlearning environments• Teachers create and utilise entrepreneurial learningenvironments occasionally. No difference according to anybackground variables.• Teachers modify their own plans, test new things & workingmethods quite often, i.e are quite flexible. No difference accordingto any background variables.• The more competent teacher felt about his/hers skills andcompetences in entrepreneurship education, the better the results.
  12. 12. Results. Content analysis; learningenvironments (le)Activity-based physical le: mean 2,6 times/6months; differences betweenindividual schools and teachers; vocational ed stands out because ofcurriculum  quite good results at all levelsInspiring physical le: mean 1,8 times/6months; creative activities andengagning learners quite uncommon in Finnish schools depressing resultCollaborative le: mean 2,5 (scale 0-4) (weekly to monthly)Creativity-fostering le: mean 2,44 (scale 0-4) occasionallyTeachers’ gender or work experience makes no difference to the results.Instead their perception of their own skills and competences correlate withbetter results.Does Finnish education root more in epistemology than onthology?
  13. 13. Results. Developing Entrepreneurshipin learnersScale 0-4 (never-daily)3 principal components:Encouragement – mean 3; only weekly!Fostering creativity – mean 2.3 (little better than monthly)Discussion on the future – mean 2 (monthly)No differerences between school levels, not even on points whenpupils should pick up future plans.
  14. 14. ConclusionsTeachers are school-centered but flexible.Learning environments out-of-school visited once-twice/semester.Involving learners in learning process and its planning isuncommon.Coping with uncertainty, self-direction, shared expertise orbrainstorming only occasionally.
  15. 15. ConclusionsCornerstones of all learning, responsibility, goal-orientation,strenghtening confidence in one’s skills, learning from mistakes ONLYWEEKLY.Schools&teachers school-centered, relatively supportive,less creative, hardly ever future oriented.Teachers’ confidence in their own skills makes a difference.More in-profession training and new trends to teacher trainingneeded + Pedacogigal leadership – role of the principal vital.
  16. 16. Three dreams about future school”The world of not knowing is the world oflearning”.
  17. 17. School pedagogy of the futureKrokfors et al. 2010
  18. 18. Thank you for your attention! Ask for the full paper:minnariikka.jarvinen@kerhokeskus.fi

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