Abstract

<p style="text-align: justify;">The purpose of the current study is to determine pre-service teachers’ perception of individual entrepreneurship and opinions about their critical thinking tendency. As the data collection tools, the Individual Entrepreneurship Perception Scale and the Marmara Creative Thinking Tendencies Scale were used in the current study. The participants of the study are 469 freshman, sophomore, junior and senior students attending the Departments of Pre-school Teacher Education and Primary School Teacher Education. In the analysis of the collected data, frequencies, percentages, independent samples t-test, Mann Whitney U test and correlation analysis were employed. The findings obtained from the analyses have revealed that the pre-service teachers’ individual entrepreneurship perceptions and creative thinking tendencies vary significantly depending on the variables of gender and whether they took a course/seminar on entrepreneurship. The pre-service teachers’ individual entrepreneurship perceptions and creative thinking tendencies were found to be not varying significantly depending on the department attended. The pre-service teachers’ personal entrepreneurship perceptions and creative thinking tendencies were found to be above medium. A highly positive and significant correlation was found between the pre-service teachers’ individual entrepreneurship perception and creative thinking tendency total scores. The pre-service teachers can be encouraged to take the course “Economics and Entrepreneurship” and to participate in certificate programs on entrepreneurship.</p>

Highlights

  • Changes arising from globalization, technological developments and labour market dynamics in the 21st century have influenced education

  • The findings obtained from the analyses have revealed that the pre-service teachers’ individual entrepreneurship perceptions and creative thinking tendencies vary significantly depending on the variables of gender and whether they took a course/seminar on entrepreneurship

  • The universe of the current study is comprised of the Education Faculty students of Mugla Sitki Kocman University and the sampling consists of 815 freshman, sophomore, junior and senior students attending the Departments of Primary School Teacher Education and Pre-school Teacher Education in the same faculty

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Summary

Introduction

Changes arising from globalization, technological developments and labour market dynamics in the 21st century have influenced education. Many countries have carried out extensive curriculum reforms in the 21st century to better prepare children for the demands of life and work from higher education. Different frameworks have been developed for students to be more successful and to teach these skills better (Schleicher, 2012). In the 21st century, in order to be successful in both school and work, individuals must have critical thinking, problem solving, creative thinking, entrepreneurship, communication, collaboration and teamwork skills and the skills and competences needed to use information and communication technologies. It is stated that the 21st century skills and competences are taken into consideration in this teacher training program (Council of Higher Education [CoHE], 2019). Future teachers are expected to have the skills of the 21st century, to be able to apply them and impart them to their students

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