This literature-based article is a contribution to the discussion of the concept pedagogical entrepreneurship in teacher education, what it is, and why it should be emphasised. This is done through a presentation of how the concept of entrepreneurship has been introduced to education, and challenges it has brought along. The case of school mathematics is used to examine ways in which pedagogical entrepreneurship can be developed and operationalized. The necessity for student teachers to learn through entrepreneurship is put forward as an important measure to achieve authenticity and for schools to pay attention to students’ action competence and to develop their ability to self-regulate.
Höfundar: Frode Olav Haara og Eirik S. Jenssen
Frode Olav Haara (email@example.com) is an associate professor at the Faculty of Teacher Education and Sports at the University College of Sogn og Fjordane. He acquired his Ph.D. in mathematics didactics at The University of Bergen, Faculty of Psychology in 2011. His research interests include mathematics teacher education and training, mathematics and society, problem solving, mathematical literacy, and pedagogical entrepreneurship with special attention to entrepreneurial approaches in mathematics teaching and learning.
Eirik S. Jenssen (firstname.lastname@example.org) is an associate professor at the Faculty of Teacher Education and Sports at the University College of Sogn og Fjordane. He acquired his Ph.D. in pedagogy at The University of Bergen, Faculty of Psychology in 2012. His research interests include teacher education and training, students’ learning process and professionalism in teaching and learning, and pedagogical entrepreneurship.
Efnisorð: pedagogical entrepreneurship; teacher education; problem solving; action competence