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Karin Axelsson and Mats Westerberg

There are currently some novel initiatives in Sweden where the aim is to introduce entrepreneurship broadly in teacher education programs. The purpose of this chapter is to shed light on one of these early attempts and study how entrepreneurship is conceptualized and designed in teacher education programs. In this mainly qualitative case study of a Swedish teacher education entrepreneurship module we apply interviews and surveys of both teachers and students. We use Fayolle and Gailly’s (2008) teaching model framework as an analytic lens to help provide necessary understanding in relation to our pedagogical and didactical questions. The results show how entrepreneurship education in teacher education is riddled with tensions relating to overall mission, target groups, pedagogy, content and assessments. However, there seem to be viable paths forward that might mitigate these tensions and provide a better opportunity for entrepreneurship education within the realm of teacher education.