Scientific poster presented in TEEM 2018 Doctoral Consortium Authors: Sara González-Tejerina, Maria-Jose Vieira

1. Training in innovation and entrepreneurship in
Primary Education
The Oslo Agenda for Entrepreneurship Education (European
Commission, 2006) is the most important document which
promotes the entrepreneurial initiative in education.
Teachers need specific training for introducing
entrepreneurship in class. This was highlighted by the
Council of the European Union in the Conclusions of 12 May
2009 on a strategic framework for European cooperation in
the field of education and training for 2020 which
contemplates four strategic objectives, two of them are
subject of study of this doctoral thesis:
• Making lifelong learning a reality
• Increase creativity and innovation, including
entrepreneurship, at all levels of education and training.
In Spain, the Organic Law on Education 2/2006 introduced
creativity and innovation in the curriculum for the first time.
Sara González-Tejerina
sgont@unileon.es
Maria-Jose Vieira
maria.vieira@unileon.es
EVORI Research Group
Department of Psychology, Sociology and Philosophy, University of León (Spain)
The competence of sense of initiative and entrepreneurial
mindset is the ability or capacity of a person to turn ideas into
actions, innovate, make decisions, solve problems, be
creative and have initiative (Arruti, 2016; Paiva & Tadeu,
2015).
In Spain, creativity and innovation was introduced for the first
time as a key competence in compulsory education with the
Organic Law 2/2006. It was renamed as sense of initiative
and entrepreneurial mindset (modifications by Organic Law
8/2013).
This competence is underdeveloped in Primary Education: it
is not specific to any particular subject/area, but transverse to
all of them.
For this reason, the development of this competence rests
mainly with the tutors, who need ongoing training on how to
encourage this competence and support of specialized
personnel (counselor of Educational Guidance and
Psychopedagogical Teams).
Problem statement focuses on the need to address the lack
of specific training of the competence sense of initiative and
entrepreneurial mindset at Primary Education. Despite
recommendations by EU to member states on the need to
promote entrepreneurship in all stages of education and its
inclusion in the Spanish curricula since 2006, the
development of this competence remains underdeveloped at
Primary Education in Spain.
Study 1: To analyze the concept of entrepreneurship in
Primary Education by means of SLR of national and
international academic articles and compare this information
with the levels of Secondary and Higher Education (SLR).
Study 2: To identify and analyze good educational practices
at national and international level designed to promote
entrepreneurship in Primary Education (qualitative
methodology -semi-structured interviews-).
Study 3: To analyze perceived training needs for promoting
entrepreneurship in Primary Education in the province of
León and, based on the results, to develop contextualized
recommendations and actions for a training proposal aimed
at in-service teachers and tutors to promote entrepreneurship
in Primary Education (survey methodology).
The results that have been obtained up to now, are focused
on the study 1. To carry out this study, the protocol for the
realization of an SLR was carried out, as can be seen in the
PRISMA Flow Diagram:
Acknowledgments
This research work has been carried out within the Educational Psychology and Education Sciences PhD
Programme of the University of León (ULE). It is supported by ULE under a predoctoral fellow contract.
Main conclusions up to now at Primary Education are that
entrepreneurship is an umbrella concept that includes a
range of different concepts (creativity, proactivity, initiative,
self-determination, problem-solving…). However, this
competence is more specifically developed in Secondary
Education and in Higher Education linked to the idea of
creating business ideas.
Context and motivation that drives the dissertation
research
State-of-the-art
Hypotheses or problem statement
Research objectives and methods
Dissertation status