Pre-Service Teachers' Perceptions of Developing Entrepreneurial Thinking in an International Learning Environment during COVID-19
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| Title: | Pre-Service Teachers' Perceptions of Developing Entrepreneurial Thinking in an International Learning Environment during COVID-19 |
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| Language: | English |
| Authors: | Einat Gil (ORCID |
| Source: | Educational Process: International Journal. Article e2025274 2025 16. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Entrepreneurship, Thinking Skills, Student Attitudes, Global Approach, Educational Environment, Skill Development, COVID-19, Pandemics, Foreign Countries |
| Geographic Terms: | Israel |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The COVID-19 pandemic presented challenges and opportunities for students' learning worldwide and changed the environments in which students learn. An international learning environment was designed to "bridge the distance", address pre-service teachers' socio-emotional needs and develop their entrepreneurial thinking (ET), a learned process of practicing behaviors and acquiring competencies that equip individuals with entrepreneurial skills, which may serve to improve oneself and society in times of uncertainty. In a design-based study, we aimed (1) to identify pre-service teachers' perceptions of ET emerging within an international learning environment and (2) to characterize a learning environment that supports the development of their ET. Materials/methods: Twenty-four pre-service teachers from two countries participated in six online sessions. The learning design included "looking inward" at the challenges students faced through an artistic task and an "outward-looking" entrepreneurship task that involved finding opportunities to address the challenges and proposing educational initiatives. Data was collected through questionnaires, semi-structured interviews, reflections, and students' outcomes tasks. Findings: Pre-service teachers' perceptions of their ET development were expressed in three different contexts: in relation to time, future-oriented, in relation to life, individual, society, and the world, and in relation to cognitive competencies, breaking boundaries, and developing creativity. Furthermore, we identified four learning environment characteristics that played a role in the development of ET: learning by doing through collaboration, authentic challenge related to COVID-19, international aspect, and socio-emotional aspects. Conclusion: This study highlights the importance of integrating entrepreneurial activities and socio-emotional support within innovative learning designs for pre-service teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483278 |
| Database: | ERIC |
| Abstract: | Background/purpose: The COVID-19 pandemic presented challenges and opportunities for students' learning worldwide and changed the environments in which students learn. An international learning environment was designed to "bridge the distance", address pre-service teachers' socio-emotional needs and develop their entrepreneurial thinking (ET), a learned process of practicing behaviors and acquiring competencies that equip individuals with entrepreneurial skills, which may serve to improve oneself and society in times of uncertainty. In a design-based study, we aimed (1) to identify pre-service teachers' perceptions of ET emerging within an international learning environment and (2) to characterize a learning environment that supports the development of their ET. Materials/methods: Twenty-four pre-service teachers from two countries participated in six online sessions. The learning design included "looking inward" at the challenges students faced through an artistic task and an "outward-looking" entrepreneurship task that involved finding opportunities to address the challenges and proposing educational initiatives. Data was collected through questionnaires, semi-structured interviews, reflections, and students' outcomes tasks. Findings: Pre-service teachers' perceptions of their ET development were expressed in three different contexts: in relation to time, future-oriented, in relation to life, individual, society, and the world, and in relation to cognitive competencies, breaking boundaries, and developing creativity. Furthermore, we identified four learning environment characteristics that played a role in the development of ET: learning by doing through collaboration, authentic challenge related to COVID-19, international aspect, and socio-emotional aspects. Conclusion: This study highlights the importance of integrating entrepreneurial activities and socio-emotional support within innovative learning designs for pre-service teachers. |
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| ISSN: | 2147-0901 2564-8020 |
