Page 473 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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Entrepreneurship Education at Faculties of Education
portant variables in predicting one’s success as an entrepreneur. Robinson et
al. suggest (1991) that self-esteem is especially related to business and there-
fore, makes a prominent entrepreneurial quality.
Innovativeness refers to perception and action in business in a new and
unique way. As suggested by Mitton (1989), innovativeness is a central point
of entrepreneurship and an important entrepreneurial characteristic. Evi-
dence from entrepreneurship literature shows that entrepreneurs are far
more innovative than others (Robinson et al. 1991).
The aforementioned aspects of entrepreneurial competencies are neces-
sary for the professional role of the teacher as well. On one hand, they enable
teacher’s professional development and career development, and on the
other, teachers need to develop entrepreneurial initiatives in their students.
The said teacher qualities should create an environment that will encourage
students to ask questions and seek new approaches. Teachers should en-
courage students to exhibit creativity and ingenuity, to provide knowledge
they will need for later professional orientation, to encourage them to take
initiative in different activities, in accordance with their education level. The
idea of entrepreneurial initiative of students can also be developed through
project teaching which is not sufficiently represented.
Forms of Entrepreneurship Education at Faculties of Education
Entrepreneurship education at faculties of education in Serbia is still in the
initial stage of development. System framework has been defined by relevant
legislation, but actual introduction of entrepreneurship education has just
started at some pedagogical faculties in Serbia. Given the need for training
teachers in the field of entrepreneurship, we believe that the future trend of
entrepreneurship education development at faculties of pedagogy could be
implemented through different forms.
One of the potential forms is the implementation of content that en-
courages and develops entrepreneurial competencies as part of compulsory
courses within study programs. Realisation of such content would have bet-
ter effects through a theoretical approach, practical projects and study visits
to institutions and/or companies. A practical approach would provide stu-
dents with a direct insight and allow them to exchange experiences with the
employees about the skills, knowledge and abilities necessary for individ-
ual professions. Analysing the visit and exchanging ideas between students
would open possibilities for new experiences and solutions which could be
implemented in teaching and hospitation with students. Students should be
allowed to see a complete cycle of project work and develop ideas through
473
portant variables in predicting one’s success as an entrepreneur. Robinson et
al. suggest (1991) that self-esteem is especially related to business and there-
fore, makes a prominent entrepreneurial quality.
Innovativeness refers to perception and action in business in a new and
unique way. As suggested by Mitton (1989), innovativeness is a central point
of entrepreneurship and an important entrepreneurial characteristic. Evi-
dence from entrepreneurship literature shows that entrepreneurs are far
more innovative than others (Robinson et al. 1991).
The aforementioned aspects of entrepreneurial competencies are neces-
sary for the professional role of the teacher as well. On one hand, they enable
teacher’s professional development and career development, and on the
other, teachers need to develop entrepreneurial initiatives in their students.
The said teacher qualities should create an environment that will encourage
students to ask questions and seek new approaches. Teachers should en-
courage students to exhibit creativity and ingenuity, to provide knowledge
they will need for later professional orientation, to encourage them to take
initiative in different activities, in accordance with their education level. The
idea of entrepreneurial initiative of students can also be developed through
project teaching which is not sufficiently represented.
Forms of Entrepreneurship Education at Faculties of Education
Entrepreneurship education at faculties of education in Serbia is still in the
initial stage of development. System framework has been defined by relevant
legislation, but actual introduction of entrepreneurship education has just
started at some pedagogical faculties in Serbia. Given the need for training
teachers in the field of entrepreneurship, we believe that the future trend of
entrepreneurship education development at faculties of pedagogy could be
implemented through different forms.
One of the potential forms is the implementation of content that en-
courages and develops entrepreneurial competencies as part of compulsory
courses within study programs. Realisation of such content would have bet-
ter effects through a theoretical approach, practical projects and study visits
to institutions and/or companies. A practical approach would provide stu-
dents with a direct insight and allow them to exchange experiences with the
employees about the skills, knowledge and abilities necessary for individ-
ual professions. Analysing the visit and exchanging ideas between students
would open possibilities for new experiences and solutions which could be
implemented in teaching and hospitation with students. Students should be
allowed to see a complete cycle of project work and develop ideas through
473
